{"id":492,"date":"2013-07-16T09:09:04","date_gmt":"2013-07-16T13:09:04","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=492"},"modified":"2013-08-28T16:57:44","modified_gmt":"2013-08-28T20:57:44","slug":"summer-reading-legal-educations-9-big-ideas-part-2","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/16\/summer-reading-legal-educations-9-big-ideas-part-2\/","title":{"rendered":"Summer Reading: Legal Education\u2019s 9 Big Ideas, Part 2"},"content":{"rendered":"<p><strong><em>The Four Cs<\/em><\/strong><\/p>\n<p><a title=\"Summer Reading: Legal Education\u2019s 9 Big Ideas, Part 1\" href=\"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/2013\/07\/09\/summer-reading-legal-educations-9-big-ideas-part-1\/\">Last week<\/a> 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.<\/p>\n<ul>\n<li><strong>The capstone: <\/strong>Boston College Law School Dean <a href=\"http:\/\/www.abajournal.com\/legalrebels\/article\/law_schools_should_consider_med-school_model_--_a_deans_view\/\">Vincent Rougeau<\/a> notes the 3L innovations at <a href=\"http:\/\/www.insidehighered.com\/news\/2012\/10\/18\/nyu-announces-changes-its-law-school-curriculum\">NYU<\/a>, including study-abroad, semester in Washington, D.C., and \u201cpathways\u201d options for students with specialized interests.\u00a0 Indiana University School of Law Professor Bill Henderson conjectures that a revamped 3L program at <a href=\"http:\/\/lawprofessors.typepad.com\/legalwhiteboard\/2013\/01\/biggest-legal-education-story-of-2013.html\">Washington &amp; Lee<\/a> has been regarded as more beneficial to incoming law students\u2014the program has seen marked interest and improvement compared to other schools of its caliber.\u00a0 <a href=\"http:\/\/denverlawplan.com\/?p=42\">Denver Law<\/a> is committing to an entirely-experiential option for 3L education, combining externships, simulation courses, and clinics.<\/li>\n<li><strong><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-493 alignleft\" title=\"AmeriCorps_logo\" src=\"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/AmeriCorps_logo.jpg?resize=150%2C150\" alt=\"\" width=\"150\" height=\"150\" \/>The corps:<\/strong> <a href=\"http:\/\/www.uchastings.edu\/news\/articles\/2012\/08\/lawyers-for-america.php\">Lawyers for America<\/a>, a clear homage to the AmeriCorps Teach for America, is UC Hastings College of the Law\u2019s response to the dearth of experiential education and waning job prospects: for one year, recent grads immerse themselves full-time at a government agency or non-profit, and secure an ongoing position there after a leave of absence to take the bar exam.<\/li>\n<li><strong>The co-op: <\/strong>Dean <a href=\"http:\/\/www.abajournal.com\/legalrebels\/article\/only_law_schools_that_tackle_cost_graduate_client-centered_lawyers\/\">Jeremy Paul<\/a> of Northeastern University School of Law explains that students gain practice in \u201cthe crucial task of self-presentation\u201d through the school\u2019s signature <a href=\"http:\/\/www.northeastern.edu\/law\/experience\/co-op\/index.html\">co-operative program<\/a>. After a 1L year of basic training, students alternate between quarters immersed at law firms and quarters spent in the classroom. Students debrief in the classroom, where they bring this workforce knowledge to their studies and fellow students. Paul considers the model self-sustaining, with students keeping the schools abreast of the times: \u201cAs workplaces change, our students\u2019 experiences are automatically updated without our needing approval from a curriculum committee.\u201d<\/li>\n<li><strong>The consortium:<\/strong> <a href=\"http:\/\/educatingtomorrowslawyers.du.edu\/about-etl\/\">Educating Tomorrow\u2019s Lawyers<\/a> sees power in collaboration.\u00a0 ETL, a consortium of 23 law schools staffed by the University of Denver <a href=\"http:\/\/iaals.du.edu\/\">Institute for the Advancement of the American Legal S<\/a>ystem, is committed to upholding the <a href=\"http:\/\/www.carnegiefoundation.org\/publications\/educating-lawyers-preparation-profession-law\">Carnegie recommendations<\/a> for the future of legal education.\u00a0 The Carnegie <em>Educating Lawyers<\/em> Report of 2007 suggested three forms of \u201capprenticeship\u201d that a complete legal education should include: doctrinal analysis, skill-building, and professional identity. Ominously, the Report proclaims that \u201cin their all-consuming first year, students are told to set aside their desire for justice.\u201d ETL\u2019s \u00a0most notable success is a commitment to funding \u201cintegrative\u201d learning approaches, compared to non-ETL schools.<\/li>\n<\/ul>\n<p>Some of these efforts have been subject to scholastic pushback.\u00a0 For example, Professor <a href=\"http:\/\/www.elsblog.org\/the_empirical_legal_studi\/2007\/12\/why-i-worry-abo.html\">Henderson<\/a> argues that institutions lack the unity of purpose to effect these changes, even if they all band together. The monetary investments of elite institutions have become the \u201cgold standard,\u201d but it is the intellectual investments that will change learning outcomes. Professors who received top-tier education and schools seeking a spot in the top tier sustain this status quo, says Henderson.<\/p>\n<p><em>What do you think: have we found the solutions, or are these proposals doomed to fail? Can legal education borrow best practices from other disciplines? Are there other solutions you want to share?\u00a0<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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 &hellip; <a href=\"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/16\/summer-reading-legal-educations-9-big-ideas-part-2\/\">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-492","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-7W","jetpack-related-posts":[{"id":84,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/01\/14\/the-case-development-initiative-at-harvard-law-school\/","url_meta":{"origin":492,"position":0},"title":"The Case Development Initiative at Harvard Law School","author":"Lisa Brem","date":"January 14, 2013","format":false,"excerpt":"The Case Development Initiative (CDI), including Ashish Nanda, Faculty Director and Robert Braucher Professor of Practice (pictured left), Dechert Fellow Nicholas Haas (right), and Program Coordinator Rachel Gibson (center), focuses on producing cases for use in a variety of business-oriented courses at HLS. \"We're currently working on a professional service\u2026","rel":"","context":"In &quot;Case Development Initiative Blog Posts&quot;","block_context":{"text":"Case Development Initiative Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-development-initiative-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2012\/01\/CDI-group-500x375.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":492,"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":659,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/12\/03\/for-profit-law-schools-impacting-the-future-of-legal-education\/","url_meta":{"origin":492,"position":2},"title":"For-Profit Law Schools:  Impacting the Future of Legal Education","author":"Amanda Reilly","date":"December 3, 2013","format":false,"excerpt":"The InfiLaw System, a for-profit company that owns several law schools and professional development firms, is challenging the status quo in legal education in a way similar to for-profit education companies such as University of Phoenix, Strayer, and DeVry. However, recent features in the Wall Street Journal, the ABA Journal,\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\/12\/491648442_a52e4dfc22_z-500x375.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":470,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/02\/summer-reading-the-legal-apocalypse\/","url_meta":{"origin":492,"position":3},"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":479,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/09\/summer-reading-legal-educations-9-big-ideas-part-1\/","url_meta":{"origin":492,"position":4},"title":"Summer Reading: Legal Education\u2019s 9 Big Ideas, Part 1","author":"Elizabeth Moroney","date":"July 9, 2013","format":false,"excerpt":"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 the crisis in legal education that draw on the successes\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\/800px-EPA_GULF_BREEZE_LABORATORY_CHEMISTRY_LAB._THE_CHEMIST_IS_TESTING_WATER_SAMPLES_FOR_PESTICIDES_-_NARA_-_546277-500x338.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":492,"position":5},"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":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/492","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=492"}],"version-history":[{"count":4,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/492\/revisions"}],"predecessor-version":[{"id":583,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/492\/revisions\/583"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/media?parent=492"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/categories?post=492"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/tags?post=492"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}