Standards Review Committee

Anything new with the ABA Section of Legal Education & Admissions to the Bar’s Standards Review Committee?

Best Practices devotees know that  in Sept. 08 the committee began a comprehensive review of standards that includes considering the contents of  reports by two special subcommittees, on Outcome Measures and Security of Position and comments on the reports.

My sources describe the committee as “in a deregulatory mood”  and the current version of the Outcome Measures report as “surprisingly good”.   Not  yet having coalesced around a decision, at their October 9-10 meeting the committee did the usual for complex issues & referred the Outcome Measures report back to committee.

Next meeting: January 8 and 9, New Orleans at the AALS Convention.  Stop by!  (Don’t expect them to be taking comments at this meeting.)

Cost of Legal Education

A recent GAO report, HIGHER EDUCATION: Issues Related to Law School Cost and Access is garnering attention in the blogosphere ( clinicians -with-not-enough-to-do, poverty law) and more conventional media.

Responding to a GAO survey, law schools blamed  a move toward ” a more hands-on, resource-intensive approach to legal education” and competition for US News rankings for increases in tuition, not ABA accreditation standards. More resource intensive legal education included: clinical and skills courses; diversity of specialized course offerings; increased students support – academic, career services, admission .

The report made no attempt to evaluate the relative role of the three cited factors.  On the surface it seems intuitively obvious that clinical and skills courses would be more expensive than “podium” courses.  For better and worse many schools  rely heavily on grant and other outside funding, as well as low-cost adjunct faculty, for clinical and skills course, which would, of course, reduce the cost of such courses to the law schools.  So interesting question whether clinical and skills courses deserve their “star billing” on this list.

Note that many – but not all –  “best practices” are more resource intensive than dominant approaches to legal education.   “Best practices” and “more hands-on, resource- intensive”  overlap but are not identical.

Collaborative Externships Update

Almost seven  months ago I blogged about the the Laurel Rubin Rural Externship Advocacy Project sponsored by the Washington State Access to Justice and the Law School’s committee.   Externship Collaborations

In June the Project was formally launched Continue reading

One BAR to rule them all?

As LOTR fans rejoice over the title of this post, law students everywhere should be encouraging the efforts of Erica Moeser whose goal is to enlist states to adopt a universal bar exam.   I encourage everyone to take a look at the comments this post has received, here.  Students clearly like this idea.  Does a universal bar exam enjoy the same support among law professors? Please comment below.
 
The following is an article entitled “Erica Moeser: A Bar for All” originally posted at http://www.legalrebels.com/posts/erica_moeser by Stephanie Francis Ward.

Capture the energy of a border collie—that intelligent working breed known for nipping at cattle heels, almost pulling the herd ahead with an invisible string—and you’d get a sense of the spirit of Erica Moeser.

But her “herd” is a tough-to-direct bunch: She’s out to move the legal profession into a uniform, nationally accepted bar examination.

It was once seen as a radical idea, but Moeser, president of the National Conference of Bar Examiners, expects that six to 10 states will use the uniform examination in 2010, probably during July. The test is made up of three parts:

  1. A multistate bar exam—“a six-hour, 200-question, multiple-choice examination covering contracts, torts, constitutional law, criminal law and procedure, evidence, and real property.”
  2. A performance test—two 90-minute sections “covering legal analysis, fact analysis, problem solving, resolution of ethical dilemmas, organization and management of a lawyering task, and communication.”
  3. An essay portion—nine 30-minute essay questions, with most jurisdictions choosing six of the nine.

Test results would be figured into a portable score that participating states would honor.

“The big advantage, and the logical one, is it’s putting law in the same position as every other profession you can name,” she says in regard to licensing. “And the fact is a lot of law, like the rules of evidence, is common. … That lends itself to this sort of testing.”

The NCBE, based in Madison, Wis., developed the test, but participating states decide the minimum passing score. And if examiners include a test portion on their state laws, other states would not include that in the portable score.

The time to act is now, Moeser says. She mentions globalization in the profession, as well as a terrible job market that leaves many students unable to tell what state they’ll be working in when it’s time to sign up for bar exams and prep courses.

“The idea was premature two decades ago,” Moeser says. “What we’ve discovered is the further we move into making this a reality, the more the sea is parting for us.”

“She senses when there’s been support to move ahead and when there isn’t enough support … and whether there’s a middle ground,” says Chief Justice Gerald W. VandeWalle of the North Dakota Supreme Court, a past chair of the ABA Section of Legal Education and Admissions to the Bar. “She can interpret a group that I belong to better than I can.”

Still, it hasn’t always been easy. Lawyers who work in attorney licensing agencies can be a maligned group, and the egos of some academics and the judiciary present other challenges.

“I’ve seen her in front of audiences where members are antagonistic, and she doesn’t snap back,” says Mary Kay Kane, a former dean of the University of California’s Hastings College of the Law in San Francisco. “She respects the fact that people are snapping because they have a strong view, and she’s very good at not taking things personally.”

Kane is also a council member of the legal education section; and, like VandeWalle, she’s a member of the NCBE’s Special Committee on the Uniform Bar Examination.

When speaking about Moeser, Kane mentions her listening skills and how she uses others’ ears to help her. Moeser assembled a working group for the uniform bar, and as she spoke with different attorney regulation agencies, working group members were invited “not to lecture, but to listen,” Kane says. After the meetings, Moeser asked working group members what they thought of the agencies’ reactions rather than relying solely on her own assessment.

“Even those who are not sold on the idea—I’ve been absolutely delighted by their willingness to open up and have the conversation,” Moeser says.

Midwestern practicality also figures in with Moeser, though she grew up in New Orleans. She’s married to Dane County (Wis.) Circuit Judge Daniel R. Moeser. They have two sons who are both lawyers.

Moeser, 63, is a former director of the Board of Bar Examiners in Wisconsin (where the exam is waived for state law school graduates whose GPA in required courses meets a certain standard). She joined the NCBE in 1994 and started to think seriously about a uniform bar examination five years ago.

“There are some difficult nuts to crack,” she says, “but I never had any illusions that this could happen overnight.”

National Law Journal: Temple Dean JoAnne A. Epps Describes the Current “Tipping Point” For Law Schools & Her School’s Re-Evaluation of Upper Level Curriculum

As I read Dean JoAnne Epps July 20th National Law Journal’s opinion piece on the call to legal education reform, I am reminded that each one of us understands the themes and threads of this movement differently. These differing threads and themes weave together in rich texture and ultimately strengthen the commitment to reform. Continue reading

Denver to Host Conference on Assessment Next Fall

I am pleased to announce that the University of Denver will be hosting a conference in September focused on Assessment in Legal Education.  Here is the opening paragraph for the request for proposals.  Check out the RFP and Conference program at:

 http://law.du.edu/index.php/assessment-conference Continue reading

Play, Creativity, Improvisation

Why are  play, improvisation, and creativity showing up in so many different conferences and publications these days?  And what do they have to do with best practices in legal education?

The 2008 AALS Conference in New York included an Open Source presentation on play, and a Clinical Section presentation on improvisation.  The 2008 Clinical Conference in Tucson also included a session on improvisation (I organized that one and can vouch that we sent in our proposal before  learning that the same topic would be addressed in New York).

Master teacher Gerry Hess wrote about asking his students do  creative representations of the conceptual framework for personal jurisdiction years ago  (I stole his idea for a “class participation” option and built on it twice.  By also asking them to integrate the pieces of civil procedure into a creative  “big picture” project.  And by giving an in class group work assignment to draw the “stream of commerce.”)

And,  of course, interest in storytelling is high (perhaps a follow-up to the focus on narrative in the late 80’s and 90’s, including the LawStories series, and the Conferences on Storytelling.

I pondered the “why now” and “best practices?” questions when I saw the Journal of Legal Education scholarly article follow-up to the Open Source play presentation.  http://kotplow.typepad.com/clinicians_with_not_enoug/2009/03/ssrn-.html.

Is the why just aging law professors?   Always-were- creative types who now feel the confidence to be a little more “out there”?   Others starting to develop that side of their brains late in life?   Or another result of the tightening market for Ph.D’s and K-12 teachers in the 70’s that brought people into law who otherwise might have landed elsewhere?

As to “best practices” — presumably active learning necessarily means engaging both hemispheres of the brain.  If we want to “Teach the Whole Class” (to crib the title of an excellent Institute for Law Teaching video), surely we need to teach to learning styles that include the kinesthetic  — maybe manipulating play doh, as one of my married-with-children law students did for her personal jurisdiction conceptual framework?  And good legal work and good teaching require some ability to improvise in response to new situations.

I’m curious how many other such efforts around play and improvisation I’ve missed.  Am I right that these issues are “in the air”?

On Change, Hierarchies, and Gravitas

I’ve been musing on the subject of “gravitas” lately.  Why?

  • The LEARN report that Mary blogged about last month contains the sentence “LEARN has gathered law schools and educators with the experience, imagination and gravitas to effect real improvements in how the future lawyers of the country (and the world) are trained.”
  • I wasn’t able to attend Larry Marshall’s presentation at the UW’s Legal Education at the Crossroads Conference last September.  But I was told he also used the term “gravitas” in his presentation to describe why it was that the Carnegie Foundation’s effort, now called LEARN, disproportionately includes top ranked schools.

Now, I’ve talked to Larry Marshall about this subject.  He’s an amazing and thoughtful guy.  And most of us would probably agree:   if the one, or three, or five schools that produce most of the law teachers in the country radically change their curriculum and teaching methods in the next five years, we’ll see major transformation in other schools in another ten to fifteen years, if not less.  So maybe that’s a sensible strategy.

At the same time, I’m not so comfortable with the “it’s all about the gravitas” approach.  Maybe it’s because many people thought John Kerry had “gravitas” back in 2003.  And lots of folks thought Barack Obama didn’t in 2008.

Maybe because so many of the innovators in teaching methods and curriculum in the last decade have come from schools that lack “hierarchy gravitas”, but felt compelled to help their students learn better.

And maybe it’s because I fear the potential (or reality) of transformative efforts being undermined by fractures along the gravitas axis.  Of the “grav’s” wasting time reinventing wheels long since created and put on the vehicle by the un-grav’s.  Of  the ungravs getting discouraged because the gravs get all the glory for work that was initiated by the ungravs.

Tip o’ the hat to the un-grav’s for doing all the work in the trenches for all these years.  Another tip o’ the hat to the grav’s for moving the transformation checker down the board with the LEARN initiative.  And, please, all you gravs out there, keep working on inclusiveness and giving credit where it’s due.

It’s All Coming Together

Long-time Best Practices/Carnegie groupies or aficionados will note that one of other ongoing projects regarding legal education has been the research that Marjorie Shultz and Sheldon Zedeck of Berkeley have been conducting on what skills/qualities lawyers need.  They presented an early version of their findings at an AALS annual meeting several years ago.  Today (3-11-09), the NYT reported on their research.  The article is available at Continue reading

Best Practices and a Dean Search

I just finished the interview process for the deanship at my law school, the University of New Mexico, and I am pleased to say that Best Practices for Legal Education was all over it. In presenting my vision for the law school, I presented the concept of Continue reading

2009 Legal Education at the Crossroads Conference

Save the date:   September 11-13, 2009  at University of Denver.

The topic:  Assessment.

Should be another good one.  More information to follow as it becomes available.  Thanks to Denver Dean Beto Juarez and chair of the Conference organizing committee Roberto Corrado!

Best Practices and Math for Lawyers

 I have been getting some feedback from members of the bar that recent graduates are not as savvy about math and accounting as they have been in the past.  I was assured it was not just UNM graduates, but it made me think about the recommendation in Best Practices to prepare students for the practice of law  and that law schools should develop a curriculum relevant to that goal.   HMMM…math is pretty important to the practice of law…and I teach Family Law, which involves a LOT of math…in reviewing and presenting budgets, in allocating property, in figuring out pension divisions, in calculating child support and alimony.  I realized that I don’t specifically list accuracy in math calculations and understanding of the mathematical principles underlying the legal issues on my list of learning objectives on my syllabus.   That is going to change… 

This semester, I told my students that the final examination will have at least one problem requiring substantial mathematical calculations.  They may take their calculator into the exam (otherwise it is closed book).    And, I am spending a little more time giving them math related problems (e.g. pension allocation, child support, etc) to work on as homework or in small group and I am spending  a little more class time discussing them.   I look forward to seeing how they do on the exam!

Interactive Assessment Program at the AALS Annual Meeting

I am really excited about moderating and serving as commentator of the second session of the Joint Program sponsored by the Clinical and Professional Responsibility Sections to be held in San Diego on Wednesday, January 7.   It is on assessment and is going to be very interactive.  At the International Clinical Conference this summer, I had the distinct pleasure of meeting Professor Kevin Kerrigan and Dean Philip Plowden of Northumbia who were the organizers of the conference in Cork, Ireland. (I discussed this in an earlier post, “Two American Keynotes.” )  The plan for the AALS session will involve how they assess learning across the law school curriculum in the UK, and they plan to involve the group in an interactive assessment exercise.  They will ask the group to use a criteria-referenced protocol used at Northumbria.  I have blogged about how important it is to measure students learning by their performance with regard to a specific desired outcome rather than simply ranking them against each other, so I am very interested in seeing how a group of clinicians will use the protocol.  And, Lawrence Grosberg of New York Law School will discuss  multiple assessment methods in clinical and skills courses  as a result of his work using of “standardized clients”.  He will involve the group in an interactive assessment exercise.   Since I have been working with the  UNM Medical School using standardized clients in joint training about domestic violence, I have very interested in seeing how Professor Grosberg’s assessment techniques have developed.  I get to play “Oprah” and get the audience involved and hopefully in my best “Oprah like” way ask provocative and interesting questions!  And, if you have been following my posts, you know that I am very interested in the impact of outcome based assessment on law students of color.  My theory is that clearly articulating learning outcomes and evaluating the extent to which students acheive those objectives will benefit all students.   And, I hope that measuring performance on criteria referenced objectives will prove to be a much better way of evaluating students rather than ranking them against each other on their performance of the same skills that they demonstrated on the Law School Admissions Test.  And, true to a foundational principle of clinical teaching…this session will not involve “talking heads”…we will all learn by doing! 

11th Annual Northwest Clinical Conference: On Assessment

Wish you all could have been there for the 11th Annual Northwest Clinical Conference at the beautiful Sleeping Lady Conference Center outside Leavenworth in Washington’s Cascade Mountains. Our topic?  A central Best Practices issue:  Assessment. Continue reading

Passion, Context Redux (Part 2)

As I noted in my last post, one of the fun aspects of getting a few gray hairs is that we sometimes are around long enough to see a few of our ideas come to fruition. Continue reading