Discusses when law students legitimize the expectations of their professors rather than those of their peers. (Author)

This survey and analysis provides a picture of the role of each component of Ames (the cases, BSA advisors, arguments, and judges) in overall student attitudes towards the program. Understanding student reactions to Ames through appropriate polling can improve the quality of debate over the program and its contribution to first year study. (LBH)

Describes a program in which law students teach the basic concepts of law in public schools. (PG)

To test the rationale of Rule 13, which requires 54 semester hours in 14 subject matter areas for bar examination eligibility, a study analyzed the performance of 272 Indiana University Law School graduates on the Indiana bar exam. No course or group of courses was found to have any consistent relationship to success or failure. (JT)

Noting the increasing role of economics in the law, many law schools have introduced formal economics instruction into their curricula. Several of the controversies surrounding liberal arts courses taught in law schools are examined. Prior formal coursework in the subject appeared to have no relationship to course performance. (MLW)

At the end of each academic year in most law schools, the faculty face the task of deciding what to do with that year's academically disqualified students. Experiences at Texas Tech University are used to illustrate a philosophy and approach in handling disqualification situations. (MLW)

An alternative to conventional law school course enrollment restrictions, implemented at the University of Western Ontario, provides for students to accumulate "points" designating the importance placed on gaining entry into particular courses. The system's primary advantage is that it allows students to express their course priorities.…

It is proposed that a few "destinct and lively pictures" be included in teaching materials in order to stimulate study of constitutional law instruction. A picture is seen as a door to ideas. (MLW)

Excerpts from law students' journals illustrate themes of their early experiences with law school, including idealism, high expectations, exhilaration, frustration, stress, conflict, boredom, alienation, and despair. (MSE)

Legal education is seen as too narrow because it fails to develop in students ways of thinking within and about the role of lawyers--methods of critical analysis, planning and decision-making that are conceptual foundations for practical skills. (MLW)

The purpose in teaching a negotiation course is to stimulate law students' awareness of both their own capabilities and limitations as negotiators. It is anticipated that students will develop an understanding of how to recognize, control, and cope with the demands of personality interactions. (MLW)

Developments in legal education in Papua New Guinea are examined and the efforts to meet the challenge of the International Legal Center to produce "new kinds of law-trained people" are analyzed. In recent years a conscious effort has been made to produce an entirely new approach to legal education. (MLW)

As law schools shed their pervasive elitism, clinical training will grow in scope and importance. Lawyers who meet the demands of a broad-based clientele cannot function with the limited skills that traditional education has provided. Law schools will have to train people to operate independently. (MLW)