This essay is focused on the role which law schools might play in "reinventing" the law student for a more robust role in an increasingly complex global economy. The case is presented for law schools to embrace and promote a collaborative orientation toward legal conflict and the role which lawyers have to play as problem solvers.…

Socratic method is associated with law school teaching by which students are asked questions in class that require them to analyze cases and derive legal principles. Despite the method's potential benefits, students usually do not view it as supportive and enriching but rather as a kind of survival ritual. As a pedagogical approach for use in any…

The Supreme Court has held repeatedly that race-based preferences in public university admissions are constitutional. But debates over the wisdom of affirmative action continue. Opponents of these policies argue that preferences are detrimental to minority students--that by placing these students in environments that are too competitive,…

In the July 1997 issue of "Journal of Law and Education" (EJ 552 042), three professors describe Disorder of Written Expression (DWE) and prescribe that law schools must create appropriate accommodations for students with DWE which do not alter school's basic program of instruction. Reviews this argument, introduces counterpoint (EA 535…

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)

Law schools should avoid diluting writing standards. Writing skills and law skills are nonnegotiable, and DWE students not "otherwise qualified" under Americans with Disabilities Act. Comparable case is that of Casey Martin, professional golfer; federal magistrate judge allowed Martin to ride in cart in PGA tournaments. Contends that ADA…

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)

Reviews a case that vindicates the principle of judicial noninterference in academic evaluation of students. Describes the strategy of the lawyers who represented the academic institution. Discusses alternative approaches for serving the competing values at stake in grading decisions. (52 footnotes) (MLF)

The paper reviews and critiques the 13 existing (1987) law school assistance programs and proposes a national repayment-assistance debt-forgiveness program which would involve an income-contingent repayment "tax" coupled with an assurance to creditors of repayment by means of a "guarantee" or "insurance" fund. (DB)

What is wrong with the law curriculum, how to improve it, and obstacles to be overcome are discussed. The law curriculum is seen as: deficient in structure, not sufficiently diverse, neither sufficiently theoretical nor sufficiently practical, and not always sufficiently demanding. (MLW)

The law school curriculum is excessively committed to doctrinal learning as differentiated from (1) theoretical and (2) practical learning. Law schools have an educational responsibility to offer their students a modicum of instruction in the applied skills of legal representation. (MLW)

A lawyer discusses legal education: the law's purpose to deliver competent legal services to the public; the widening gap in the preparedness of new lawyers; whose responsibility it is to prepare lawyers for competent practice--law schools, the bar, the government; responsibilities of practicing lawyers, etc. (MLW)

Because law schools need facilities to provide their students with clinical experience and the Legal Services Corporation has the resources and facilities but needs the manpower to serve the legal needs of the poor, it is argued that third year law students should intern with the Corporation. (JMD)

Perspectives of a law school advisor on the advising role as seen by the student and the law school and issues that are relevant to student needs are presented. Questions that students frequently ask the law school advisor and the legitimacy of the advisor as a screener in getting students accepted into law schools are discussed. Concern over the…

The law is seen as the single most powerful social force preserving and legitimating the prevailing distribution of power in U.S. society. Questions of social justice ought not to be irrelevant or peripheral to the study of law. Meaningful and enduring change in legal education is seen as illusory. (MLW)