In this section, and in the links to the right, I provide information on resources for teaching/learning in the legal environment (law schools and firms/offices). The links will take you to sites that:
- advertise books and articles on teaching that I have found useful and inspiring;
- support discussion groups (blogs) on substantive topics like ethics and professionalism; and
- host materials that might provide inspiration for designing training/educational sessions for your students/lawyers.
Please feel free to suggest additions and changes.
For my most recent blog entries on Teaching/Experiential Education, click HERE.
The following publications have provided me with inspiration:
By Roy Stuckey et al
From the introduction: This document describes best practices for legal education, particularly the initial phases of legal education that occur in law schools. The conundrum that law schools face is that even the most well-designed program of instruction will not prepare students to provide a full range of legal services competently upon graduation after three years. Law school instruction will always be only one segment of the continuum of learning in the life of a lawyer. Lawyers learn throughout their careers from experience, collaboration, self-study, reflection, and continuing legal education. Law school education is only the first step in the process of becoming aneffective, responsible lawyer.
You may download the entire book from the website linked above.
By William M. Sullivan, Anne Colby, Judith Welch Wegner, Lloyd Bond, Lee S. Shulman
From the website: The Foundation’s two-year study of legal education involved a comprehensive look at teaching and learning in American and Canadian law schools today. Intensive field work was conducted at a cross-section of 16 law schools during the 1999-2000 academic year. The study provides an opportunity to rethink “thinking like a lawyer”—the paramount educational construct currently employed, which affords students powerful intellectual tools while also shaping education and professional practice in subsequent years in significant, yet often unrecognized, ways.
by Paul Maharg
From their website: Transforming Legal Education makes the case for substantial change in the ways law is studied. In a wide-ranging critique of current educational practices in our law schools and in society, the book argues for a contemporary adaptation of John Dewey’s concept of pragmatic and experiential learning, for a wider interdisciplinary approach to teaching and learning, and for greater engagement with technology-enhanced learning.
From the publisher’s website: This book is designed to synthesize the latest research on teaching and learning for new and experienced law teachers. The book begins with basic principles of teaching and learning theory, provides insights into how law students experience traditional law teaching, and then guides law teachers through the entire process of teaching a course. The topics addressed include: how to plan a course; how to design a syllabus and select a text; how to plan individual class sessions; how to engage and motivate students, even those tough-to-crack second- and third-year students; how to use a wide variety of teaching techniques; how to evaluate student learning, both for the purposes of assigning grades and of improving student learning; and how to be a lifelong learner as a teacher.