scholarly journals Leading New Lawyers: Leadership and Legal Education

2017 ◽  
Author(s):  
Michael J Madison
Keyword(s):  
Leadership Development ◽  
Legal Education ◽  
Law School ◽  
Short Essay ◽  
Development Course

Lawyers may become leaders, but leaders also may become lawyers. The path to leadership can begin in law school. This short essay describes a leadership development course developed and implemented at a law school over the last four years.

scholarly journals An essay on the stages of the clinical year in law school: Group process with existentialist roots

2014 ◽  
Vol 16 ◽  
pp. 130
Author(s):  
Richard Wilson
Keyword(s):  
Group Process ◽  
Legal Education ◽  
Law School ◽  
Washington Dc ◽  
Common Elements ◽  
Shared Experience ◽  
Unit Structure ◽  
Capitol Hill ◽  
Short Essay ◽  
Church Teaching

<p>This short essay focuses on “units,” or stages of group process, part of my shared experience in law teaching and in adult education at St. Mark’s Church, Capitol Hill, Washington, DC. The article explores the context of the functional education program of church teaching and its common elements with clinical law teaching. In my own experience, the unit structure from church teaching translates well into the structure of clinical legal education.</p>

Affirmative Action and Aboriginal Government: The Case for Legal Education in Nunavut

1999 ◽  
Vol 14 (2) ◽  
pp. 21-75 ◽  
Author(s):  
Kelly Gallagher-Mackay
Keyword(s):  
Justice System ◽  
Critical Mass ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
Disadvantaged Communities ◽  
The Public ◽  
Education Gap ◽  
The University ◽  
And Training

AbstractThe Nunavut Land Claim Agreement commits federal and territorial governments to the recruitment and training of Inuit for positions throughout government. In the justice sector, there is currently a major shortage of Inuit lawyers or future judges. However, there also appears to be a fundamental mismatch between what existing law schools offer and what Inuit students are prepared to accept. A northern-based law school might remedy some of these problems. However, support for a law school requires un-thinking certain key tenets of legal education as we know it in Canada. In particular, it may require a step outside the university-based law school system. Universities appear to be accepted as the exclusive guardian of the concept of academic standards. Admission standards, in particular, serve as both a positivist technology of exclusion, and a political rationale for the persistence of majoritarian institutions as the major means of training members of disadvantaged communities. Distinctive institutions – eventually working with university-based law schools – have the potential to help bridge the education gap between Inuit and other Canadians. In so doing, they have the potential to train a critical mass of Inuit to meaningfully adapt the justice system to become a pillar of the public government in the Inuit homeland of Nunavut.

scholarly journals An American Looks at Legal Education in New Zealand

1999 ◽  
Vol 30 (2) ◽  
pp. 419
Author(s):  
Allison Dunham
Keyword(s):  
United States ◽  
New Zealand ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Admission Process ◽  
Office Practice

This article undertakes an informal comparison between legal education in the United States and in New Zealand. Dunham compares the admission process, the content taught at law school, the methods of instruction, law office practice for students, and the student makeup. The author concludes that no system of legal education is best, and that it is important to continue to ask how legal education can be improved. 

scholarly journals Proposal for an Italian Family Mediation Clinic

2018 ◽  
Vol 25 (1) ◽  
pp. 79
Author(s):  
Andrea Gallinucci-Martinez
Keyword(s):  
Family Environment ◽  
Alternative Dispute Resolution ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Community Mediation ◽  
Family Mediation ◽  
Italian Family ◽  
Transformative Mediation ◽  
American Heritage

<p align="JUSTIFY">Section A of this paper discusses the historical evolution of clinical legal programs in the United States, the homeland of clinical legal education. Next, the current framework of Italian legal clinics is discussed, focusing on its American heritage and associated nuances.</p><p>Section B considers why mediation would be particularly suitable for the creation of an Italian legal clinic, given the recent incentives created by the European legislature to strengthen alternative dispute resolution. The evolution of the Columbia Law School Mediation Clinic is described, from its beginning to the recent creation of an advanced clinic model, and insights from this process are discussed in terms of the Italian legal and family environment.</p><p>Section C lays out baseline considerations and recommendations for creating a family mediation clinic at LUMSA. Three different approaches to family and community mediation previously adopted in the context of clinical legal education are analysed: facilitative mediation, transformative mediation, and peacemaking circle. A model for the clinic is proposed, with suggestions for sources and materials from which the curriculum might be drawn.</p>

scholarly journals A Medical/Legal Teaching and Assessment Collaboration on Domestic Violence: Assessment Using Standardized Patients/Standardized Clients

2014 ◽  
Vol 14 ◽  
pp. 61 ◽  
Author(s):  
Antoinette Sedillo Lopez ◽  
Cameron Crandall ◽  
Gabriel Campos ◽  
Diane Rimple ◽  
Mary Neidhart ◽  
...  
Keyword(s):  
Best Practices ◽  
Legal Education ◽  
Standardized Patients ◽  
Law School ◽  
Learning Objectives ◽  
Carnegie Foundation ◽  
Law Schools ◽  
Knowledge And Skills ◽  
Education Association ◽  
Standardized Clients

<p>Assessment of skills is an important, emerging topic in law school education. Two recent and influential books, Educating Lawyers published by the Carnegie Foundation and Best Practices in Legal Education, published by the Clinical Legal Education Association have both suggested dramatic reform of legal education. Among other reforms, these studies urge law schools to use “outcome-based” assessments, i.e., using learning objectives  and assessing knowledge and skills in standardized situations based on specific criteria, rather than simply comparing students’ performances to each other. </p>

scholarly journals Law School as Social Innovation

2017 ◽  
Vol 48 (2) ◽  
pp. 225
Author(s):  
Lorne Sossin
Keyword(s):  
Student Learning ◽  
Public Interest ◽  
Social Innovation ◽  
Learning Experience ◽  
Legal Education ◽  
Rapid Change ◽  
Law School ◽  
Legal Knowledge ◽  
Law Schools ◽  
The Face

Legal education is in the midst of a range of challenges and disruptions. This address outlines these dynamics, and explores the potential of social innovation as a model for law schools which both responds to current challenges and enhances resilience in the face of disruption. By reframing legal education as facing outward, and advancing its public interest mandate through partnerships, collaboration and academic initiatives designed to solve social problems, law schools can enhance the student learning experience, generate new forms of legal knowledge and thrive at a time of rapid change. Address delivered at the Australian Law Teachers Association (ALTA) 2016 Conference in Wellington on 8 July 2016.

scholarly journals Interdisciplinarity and Clinical Legal Education: how synergies can improve access to rights in prison

2018 ◽  
Vol 25 (1) ◽  
pp. 210
Author(s):  
Cecilia Blengino
Keyword(s):  
Social Change ◽  
Legal Education ◽  
School Curriculum ◽  
Law School ◽  
Education Movement ◽  
The Future ◽  
Legal Positivist ◽  
The Law ◽  
Improve Access ◽  
Positivist Approach

<p>This article discusses the resistance experienced by the clinical legal education movement in Italy due to a widespread legal positivist approach which views law as a self-contained technical subject, and excludes interdisciplinarity from the law school curriculum.</p><p>The choice that the newly-born Italian CLE movement now faces is the option to either become a new socio-legal epistemology of law in action and a social change-maker, or to ascribe to a simple restyling of legal education to include certain practical activities aimed at introducing students to the profession. The future of the movement will depend on whether the rapid increase in the number of clinics will be matched by appropriate reflection on "how clinics might be consciously designed around exposing students to gaps between the law in books and the law in action".</p>

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