Robert R. Kuehn (Washington University; Google Scholar), The Employment Benefits of Law Clinics and Externships, 33 Clin. Legal Educ. Newsletter __ (2025): One of the reasons law students enroll in a law clinic or externship is the belief that the experience will improve their marketability. Surveys of recent law graduates and employers show that students'…

Continue reading

W. Bradley Wendel (Cornell; Google Scholar), The Good Lawyers of January 6: Much of the response by the community of legal ethics and professional responsibility scholars to the 2020 presidential election has been focused on the wrongs committed by lawyers like John Eastman, Jeffrey Clark, and Kenneth Chesebro, who created the alternate elector scheme to…

Continue reading

Steven Arrigg Koh (Boston University; Google Scholar), “How Do I Design My New Law Course?”:  How should a professor design a new law course? This question is a particular challenge for new law professors, who lack resources for course design. While some scholarship exists on specific law courses and pedagogy, trans-substantive course design literature is…

Continue reading

Nancy B. Rapoport (UNLV; Google Scholar), Training Law Students to Model Civility When Social Media Makes Civility Harder to Maintain, 85 U. Pitt. L. Rev. 511 (2024):  This paper, presented as part of a symposium honoring the Hon. Joseph F. Weis Jr., discusses two relatively recent law student behavioral failures, triggered in part by the…

Continue reading

David A. Hyman (Georgetown), Jing Liu (East China University) &  Joshua C. Teitelbaum (Georgetown; Google Scholar), Does the 1L Curriculum Make a Difference?, 21 J. Empirical Legal Stud. 375 (2024):  Georgetown Law’s Curriculum B (also known as Section 3) offers a unique opportunity to study an alternative 1L curriculum. The standard 1L curriculum has been…

Continue reading

Jesse Rothstein (UC-Berkeley; Google Scholar) & Albert Yoon (Toronto; Google Scholar), Rankings without U.S. News: A Revealed Preference Approach to Evaluating Law Schools, 21 J. Empirical Legal Stud. 279 (2024):  Since their inception in 1989, the U.S. News & World Report law school rankings have influenced how schools, students, and the legal profession itself think…

Continue reading

Carolyn Young Larmore (Chapman; Google Scholar) & Abigail Patthoff (Chapman), Flour, Fondant & Feedback: What the Great British Bake Off Can Teach Us About Critiquing Student Legal Writing:  We've all been there: a stack of legal memos towering, grading deadlines approaching, and suddenly that British baking show on Netflix seems irresistible. But what if your…

Continue reading

Meredith Geller (Northern Illinois), ‘Yo, Prof!’ is Not the Proper Way to Address Me: Using a Status Email Assignment in First-Year Legal Writing to Address Issues with Student Correspondence:  This article summarizes the status email assignment used in a first year legal writing class in order to help students with professional writing.  

Continue reading

Rachel López (Temple; Google Scholar), Critical Curriculum Design:  Legal education in the United States stands at a critical juncture. As democracy faces mounting threats both at home and abroad, law schools must grapple with their role in shaping not just competent lawyers but engaged citizens capable of safeguarding democratic institutions. Yet the traditional model of…

Continue reading

Neil W. Hamilton (St. Thomas-MN), Professional Identity Formation and the NextGen Bar Open Opportunities for Law Student and Law School Success, 3 J.L. Teaching & Learning __ (2025): All law faculty, staff, and students want students and graduates to be successful with respect to: (1) academic performance; (2) bar passage; (3) meaningful post-graduation employment; and…

Continue reading

Nathan L. Bennett Fleming (Wake Forest), After Affirmative Action: Contextual Admissions and the Future of African American Law School Enrollment, 76 Okla. L. Rev. 629 (2024):  The Supreme Court’s decision in Students for Fair Admissions, Inc. v. President & Fellows of Harvard College (“SFFA v. Harvard”) signaled the end of affirmative action in higher education,…

Continue reading

Symposium, The Rocky Mountain Collective on Race, Place, and Law (RPL), 101 Denv. L. Rev. 443-517 (2024): Rashmi Goel (Denver; Google Scholar), The RPL Effect, 101 Denv. L. Rev. 447 (2024) Katherine Steefel (Denver), From Whiteboard to Statement of Principles: The Development of the Rocky Mountain Collective on Race, Place & Law's Principles, 101 Denv. L. Rev. 455…

Continue reading

Katya S. Cronin (George Washington), Value-Centered Lawyering: Reshaping the Law School Curriculum to Promote Well-Being, Quality Client Representation, and a Thriving Legal Field, 101 U. Det. L. Rev. 257 (2024):  For three long and harrowing years in law school, students learn to think like lawyers, to put their clients first, to interpret the law as…

Continue reading

Davida Finger (Loyola-New Orleans), Susan Felstiner (Lewis & Clark) & Michelle Greenberg-Kobrin (Cardozo), Empowering Ukraine’s First Legal Responders: Ukrainian-US Collaboration and Clinics, 31 Int’l J. Clin. Legal Educ. 147 (2024): At the onset of the full-scale Russian war of aggression against Ukraine, U.S. law clinic professors worked alongside the leadership of the Association of Legal…

Continue reading

Isaac Mamaysky (Potomac Law Group, New York), Happiness and the Law: Lifelong Learning as a Path to Meaning and Purpose, 63 Santa Clara L. Rev. 65 (2023):  We begin with the premise that the happiest and most fulfilled attorneys are those who live a life of meaning and purpose. While many in the legal profession…

Continue reading

Katerina Lewinbuk (South Texas) & Kurstin Grady (Martin, Disiere, Jefferson & Wisdom, Houston), Empower the Imposters in the Legal Field: Teaching & Practicing Mindfulness for Letting Go of Unproductive Thoughts, 44 N. Ill. Univ. L. Rev. 109 (2024):  Imposter syndrome, initially coined “imposter phenomenon” by psychologists Pauline Clance and Suzanne Imes, refers to “a psychological…

Continue reading

Dawn Young (Loyola-Chicago), Visible Learning: Adapting Primary and Secondary Pedagogical Approaches to Legal Education, 72 J. Legal Educ. ___ (2023): As a new generation of students, Generation Z, enter law school, educators must continually adapt and improve to be the most effective in their roles. While traditional teaching methods like Socratic dialogue, the case method,…

Continue reading

Symposium, Legal Research Pedagogy, 43 N. Ill. Univ. L. Rev. 248-299 (2024):  Tanya M. Johnson (Connecticut), On Bringing Alternative Methods to Legal Research Instruction, 43 N. Ill. U. L. Rev. 248 (2023) Nicholas Mignanelli (Yale; Google Scholar), Notes for a New Legal Research Pedagogy, 43 N. Ill. U. L. Rev. 265 (2023)

Continue reading

Michele Estrin Gilman (Baltimore), Ten Empowering Strategies for Nondirective Clinical Supervision, 31 Clinical L. Rev. 211 (2024): Nondirective clinical supervision is the signature pedagogy of clinical teaching. It encourages students to take ownership over their cases and assume their role as attorneys through a supported process of decision-making. While the goals of non-directive supervision are well…

Continue reading

Carolyn Young Larmore (Chapman; Google Scholar), First-Gen in the Field, 31 Clinical L. Rev. 239 (2024): First-generation law students are often at a disadvantage in law school, having no family experience in higher education and few connections with attorneys or other professionals. These difficulties are only compounded when first-gen students leave the classroom and venture…

Continue reading

Elizabeth B. Cooper (Fordham) & Anita Weinberg (Loyola-Chicago), Finding Our Way: Teaching Legislative Advocacy Clinics, 31 Clinical L. Rev. 41 (2024): Legislative advocacy clinics are excellent vehicles for teaching lawyering skills, for achieving broad-based social change, and for imparting to law students the important roles they can play in preserving and strengthening our democracy. Notwithstanding their growth…

Continue reading