{"id":479,"date":"2013-07-09T09:30:08","date_gmt":"2013-07-09T13:30:08","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=479"},"modified":"2013-08-28T16:57:51","modified_gmt":"2013-08-28T20:57:51","slug":"summer-reading-legal-educations-9-big-ideas-part-1","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/09\/summer-reading-legal-educations-9-big-ideas-part-1\/","title":{"rendered":"Summer Reading: Legal Education\u2019s 9 Big Ideas, Part 1"},"content":{"rendered":"<p><strong><em>Taking Cues from Science and Technology<\/em><\/strong><\/p>\n<p>Last week\u2019s <a title=\"Summer Reading: The Legal Apocalypse\" href=\"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/2013\/07\/02\/summer-reading-the-legal-apocalypse\/\">blog post<\/a>\u00a0made it seem as if the end of traditional legal education is near.\u00a0 But, as the saying goes, every ending is a new beginning. Scholars and practitioners are proposing solutions to the crisis in legal education that draw on the successes of science and technology:<\/p>\n<ul>\n<li style=\"text-align: justify;\"><strong><a href=\"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/2013\/07\/09\/summer-reading-legal-educations-9-big-ideas-part-1\/800px-epa_gulf_breeze_laboratory_chemistry_lab-_the_chemist_is_testing_water_samples_for_pesticides_-_nara_-_546277\/\" rel=\"attachment wp-att-483\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"wp-image-483 alignright\" title=\"800px-EPA_GULF_BREEZE_LABORATORY,_CHEMISTRY_LAB._THE_CHEMIST_IS_TESTING_WATER_SAMPLES_FOR_PESTICIDES_-_NARA_-_546277\" src=\"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/800px-EPA_GULF_BREEZE_LABORATORY_CHEMISTRY_LAB._THE_CHEMIST_IS_TESTING_WATER_SAMPLES_FOR_PESTICIDES_-_NARA_-_546277-500x338.jpg?resize=270%2C183\" alt=\"\" width=\"270\" height=\"183\" srcset=\"https:\/\/i0.wp.com\/archive.blogs.harvard.edu\/hlscasestudies\/files\/2013\/06\/800px-EPA_GULF_BREEZE_LABORATORY_CHEMISTRY_LAB._THE_CHEMIST_IS_TESTING_WATER_SAMPLES_FOR_PESTICIDES_-_NARA_-_546277.jpg?resize=500%2C338&amp;ssl=1 500w, https:\/\/i0.wp.com\/archive.blogs.harvard.edu\/hlscasestudies\/files\/2013\/06\/800px-EPA_GULF_BREEZE_LABORATORY_CHEMISTRY_LAB._THE_CHEMIST_IS_TESTING_WATER_SAMPLES_FOR_PESTICIDES_-_NARA_-_546277.jpg?w=800&amp;ssl=1 800w\" sizes=\"auto, (max-width: 270px) 100vw, 270px\" \/><\/a>The Lab:<\/strong> <a href=\"http:\/\/www.reinventlaw.com\/\">Reinvent Law<\/a>, founded by two professors at Michigan State University College of the Law, seeks to save the legal industry through improved education and critical thinking. The lab adheres to four pillars of innovation: \u201claw, tech, design, and delivery.\u201d The initiative embraces research and development, online video <a href=\"http:\/\/reinventlawchannel.com\/\">idea exchange<\/a>, start-up competitions, and Big Data, with the goals to dream big, anticipate trends, and solve legal problems. Their <a href=\"http:\/\/www.reinventlaw.com\/lab\/learn.html\">course<\/a> offerings bring law students and practitioners up to speed on technology, engineering, and (gasp!) hard math, with interdisciplinary classes such as Virtual Law Practice, Quantitative Methods for Lawyers, and Entrepreneurial Lawyering.<\/li>\n<li style=\"text-align: justify;\"><strong><a href=\"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/2013\/07\/09\/summer-reading-legal-educations-9-big-ideas-part-1\/caduceus_yellow\/\" rel=\"attachment wp-att-482\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"wp-image-482 alignright\" title=\"Caduceus_yellow\" src=\"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/Caduceus_yellow.png?resize=184%2C219\" alt=\"\" width=\"184\" height=\"219\" \/><\/a>The <span style=\"color: #000000;\">\u201c<a href=\"http:\/\/www.nytimes.com\/2013\/02\/18\/opinion\/to-practice-law-apprentice-first.html?emc=eta1&amp;_r=0\">Teaching Hospital<\/a><\/span><\/strong><strong>\u201d<\/strong>:\u00a0 According to Washington &amp; Lee Law Professor <a href=\"http:\/\/taxprof.typepad.com\/taxprof_blog\/2012\/04\/legal-education.html\">James Moliterno<\/a>, legal education has become far more esoteric and estranged from praxis than medical education: \u201ca fateful choice [was] made 130 years ago:\u00a0 medical schools decided that their mission would be to turn out doctors, while law schools decided that their mission would be to turn out law professors.\u201d Rutgers University School of Law-Newark Dean John Farmer, Jr. sees apprenticeship a way to bring law students back to the practice of law. In his proposed model, \u201cLaw school graduates would practice for two years or so, under experienced supervision, at reduced hourly rates; repaying their debts could be suspended, as it is for medical residents.\u201d He asserts that more graduates could find full-time employment, and shifts the burden of law school debt to the law firms themselves\u2014eliminating the financial gamble that law school has become. Law firms would save money on salaries and attract more clients, while middle-class Americans (who do not qualify for pro bono aid) could find affordable representation.<\/li>\n<li style=\"text-align: justify;\"><strong><a href=\"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/2013\/07\/09\/summer-reading-legal-educations-9-big-ideas-part-1\/edx_logo\/\" rel=\"attachment wp-att-481\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignright  wp-image-481\" title=\"EdX_Logo\" src=\"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/EdX_Logo.png?resize=310%2C148\" alt=\"\" width=\"310\" height=\"148\" \/><\/a>MOOCs (massive open online courses):<\/strong> Professor William Fisher\u2019s <a href=\"https:\/\/www.edx.org\/course\/harvard-university\/hls1x\/copyright\/596\">HLS1x: Copyright<\/a> was the first HLS course to enter the EdX online learning platform. The course was multifaceted: 12 lectures posted online, live-streamed panel discussions with virtual Q&amp;A, and virtual discussion groups about case studies that were moderated by Teaching Fellows (HLS students in the in-person course). The course had satellites in other countries, and admitted 500 students worldwide.\u00a0 Another MOOC, <a href=\"http:\/\/www.lawmeets.com\/\">LawMeets<\/a>, is a Drexel Law professor\u2019s startup, offering online courses, in-person competition, and virtual problem-solving using video communication with experts from the field. This virtual meetup with the experts seeks to expand the scale of apprenticeship learning. LawMeets, like the case study method, sees value in three sources of education: learning by doing, learning from peers, and learning from experts. To be fair, this wave of learning has gotten some pushback in <em><a href=\"http:\/\/chronicle.com\/blogs\/conversation\/2013\/06\/14\/why-we-fear-moocs\/\">The Chronicle of Higher Education<\/a><\/em> and <em><a href=\"http:\/\/www.nytimes.com\/2013\/06\/20\/education\/online-classes-fuel-a-campus-debate.html?smid=tw-share&amp;_r=0\">The New York Times<\/a><\/em>, in defense of the human component of teaching.\n<p><div id=\"attachment_480\" style=\"width: 199px\" class=\"wp-caption alignright\"><a href=\"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/2013\/07\/09\/summer-reading-legal-educations-9-big-ideas-part-1\/4070018642_8f6480aa9a\/\" rel=\"attachment wp-att-480\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-480\" class=\"wp-image-480  \" title=\"4070018642_8f6480aa9a\" src=\"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/4070018642_8f6480aa9a.jpg?resize=189%2C246\" alt=\"\" width=\"189\" height=\"246\" \/><\/a><p id=\"caption-attachment-480\" class=\"wp-caption-text\">Image by goXunuReviews, Flickr<\/p><\/div><\/li>\n<li style=\"text-align: justify;\"><strong>Audiovisual Learning: <\/strong><a href=\"http:\/\/www.cali.org\/content\/about-cali\">CALI<\/a>, or the Center for Computer-Assisted Legal Instruction, offers short online <a href=\"http:\/\/www.cali.org\/lesson\">lessons<\/a>, <a href=\"http:\/\/www.cali.org\/webinars\">webinars<\/a>, and <a href=\"http:\/\/elangdell.cali.org\/node\/2\">e-books<\/a> on specific legal specialties and skills.\u00a0 CALI\u2019s <a href=\"http:\/\/classcaster.net\/\">Classcaster<\/a> program gives instructors the tools to develop podcasts, blogs, and other technologies to disseminate their instruction widely. (They\u2019ve developed other cool technologies changing the legal universe, such as <a href=\"http:\/\/www.cali.org\/content\/a2j-author\">programs<\/a> that will walk clients through unwieldy forms.) Harvard\u2019s own <a href=\"http:\/\/cyber.law.harvard.edu\/research\/h2o\">H2O<\/a> program allows professors to make customizable e-casebooks out of a corpus of open-source material\u2014using a \u201ccollage\u201d tool to annotate and excerpt cases, as well as a \u201cplaylist\u201d tool to curate cases, articles, and audiovisuals into a cohesive course agenda.\u00a0 Other institutions, such as the University of Missouri, are opening up the dialogue about legal education by publicly posting <a href=\"http:\/\/online.iaals.du.edu\/2012\/11\/14\/university-of-missouri-hosts-symposium-on-overcoming-barriers-in-preparing-law-students-for-real-world-practice\/\">symposium<\/a> notes and videos, and, ahem, educating the public about the conversations taking place.<\/li>\n<\/ul>\n<p><em>What other tech services, products, or concepts do you think would translate to legal education? Will we one day live in a world with Tweet-able rulings, statute boards on Pinterest? I wonder what our friends at <\/em><a href=\"http:\/\/cyber.law.harvard.edu\/research\/h2o\"><em>H2O<\/em><\/a><em> would say about that\u2026<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Taking Cues from Science and Technology Last week\u2019s blog post\u00a0made it seem as if the end of traditional legal education is near.\u00a0 But, as the saying goes, every ending is a new beginning. Scholars and practitioners are proposing solutions to &hellip; <a href=\"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/09\/summer-reading-legal-educations-9-big-ideas-part-1\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":5482,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[88574],"tags":[],"class_list":["post-479","post","type-post","status-publish","format-standard","hentry","category-legal-news-and-debate"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-7J","jetpack-related-posts":[{"id":492,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/16\/summer-reading-legal-educations-9-big-ideas-part-2\/","url_meta":{"origin":479,"position":0},"title":"Summer Reading: Legal Education\u2019s 9 Big Ideas, Part 2","author":"Elizabeth Moroney","date":"July 16, 2013","format":false,"excerpt":"The Four Cs Last week we shared solutions to the crisis in legal education, drawn from the disciplines of science and technology.\u00a0 Particular schools have piloted other new programs for legal education, and these experiential \u201cinnovations\u201d have proven track records in other contexts. The capstone: Boston College Law School Dean\u2026","rel":"","context":"In &quot;Legal News and Debate&quot;","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/AmeriCorps_logo.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":618,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/10\/08\/making-the-grade-considering-the-aba-task-force-recommendations-for-legal-education\/","url_meta":{"origin":479,"position":1},"title":"Making the Grade: Considering the ABA Task Force Recommendations for Legal Education","author":"Amanda Reilly","date":"October 8, 2013","format":false,"excerpt":"\u201cThere is almost universal agreement that the current system is broken,\u201d said Thomas W. Lyons III, ABA Task Force member, at an ABA Task Force meeting in Dallas earlier this year. In August, the American Bar Association\u2019s Task Force released its final report in a series of working papers on\u2026","rel":"","context":"In &quot;Legal News and Debate&quot;","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/10\/spiralboundreport.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":495,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/23\/summer-reading-legal-educations-9-big-ideas-part-3\/","url_meta":{"origin":479,"position":2},"title":"Summer Reading: Legal Education\u2019s 9 Big Ideas, Part 3","author":"Elizabeth Moroney","date":"July 23, 2013","format":false,"excerpt":"It All Started With the Case Study Last week we shared with you \u201cThe Four Cs,\u201d proposed solutions to the crisis in legal education. We have one more to consider: the Case Study Method. Let\u2019s call it the Fifth C. Law schools have been teaching the case method for well\u2026","rel":"","context":"In &quot;Legal News and Debate&quot;","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/07\/Langdell.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":632,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/10\/17\/the-1l-as-lawyer-spotlight-on-university-of-denver-sturm-college-of-law\/","url_meta":{"origin":479,"position":3},"title":"The 1L as Lawyer: Spotlight on University of Denver, Sturm College of Law","author":"Elizabeth Moroney","date":"October 17, 2013","format":false,"excerpt":"In the first-year Lawyering Process Program at the University of Denver Sturm College of Law, students are encouraged to \u201clean forward\u201d while learning and jump into their identities as lawyers. Beginning in the early 1990s as a basic legal research class taught by adjunct professors, the Program has evolved into\u2026","rel":"","context":"In &quot;Legal News and Debate&quot;","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":470,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/02\/summer-reading-the-legal-apocalypse\/","url_meta":{"origin":479,"position":4},"title":"Summer Reading: The Legal Apocalypse","author":"Elizabeth Moroney","date":"July 2, 2013","format":false,"excerpt":"There have been no definitive predictions for a Doomsday, but educators, lawyers, and media argue that legal education is teetering on the brink of catastrophe. Here\u2019s what they say are the warning signs: Disparities in Supply and Demand: Rutgers University School of Law-Newark Dean John J. Farmer, Jr. notes, \u201cNearly\u2026","rel":"","context":"In &quot;Legal News and Debate&quot;","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/reading-glasses-57288_640-500x375.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":845,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/08\/06\/summer-reading-crash-course-on-flipped-classrooms\/","url_meta":{"origin":479,"position":5},"title":"Summer Reading: Crash Course on Flipped Classrooms","author":"Elizabeth Moroney","date":"August 6, 2014","format":false,"excerpt":"Biologists at the University of Washington recently released the findings of a meta-analysis on active learning in STEM (science, technology, engineering, and mathematics) classes: students in lecture classes, across every discipline, are 1.5 times more likely to fail than students in active learning classes, involving discussion and in-class activities. Similar\u2026","rel":"","context":"In &quot;Case Study Program Blog Posts&quot;","block_context":{"text":"Case Study Program Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-study-program-blog-posts\/"},"img":{"alt_text":"Eric Mazur","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/08\/Ericmazur2-150x150.jpg?resize=350%2C200","width":350,"height":200},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/479","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/users\/5482"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/comments?post=479"}],"version-history":[{"count":12,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/479\/revisions"}],"predecessor-version":[{"id":584,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/479\/revisions\/584"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/media?parent=479"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/categories?post=479"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/tags?post=479"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}