News & Updates

Consistent with the promise made in its mission statement to “blend practical skills training with legal theory throughout the curriculum,” Golden Gate University School of Law integrates skills training and professional development across its curriculum, preparing students to be critical thinkers, problem solvers, and leaders in the legal profession. This commitment to experiential learning and fostering professional identity within law students makes GGU Law an ideal partner within the Educating Tomorrow's Lawyers Consortium.

Educating Tomorrow’s Lawyers Advisory Committee member Paul Lippe recently spoke to the "Deans Workshop for ABA Approved Schools," and, while that meeting was off the record, he proposes new ideas and frameworks for changing the current law school model in a post at The New Normal.

Michigan Law has created an online calculator called the "Debt Wizard" that helps current and prospective law students better understand their student loan obligations and how their perspective career paths may impact them financially. Though the Debt Wizard is specific to Michigan Law, the school states the calculator was designed to be relevant to students anywhere.

The national dialogue about changing legal education has proposed many ideas aimed at making the system better, one of which being the outright elimination of the third year of law school. In the wake of this consideration, Luke Bierman, the Associate Dean for Experiential Education at Northeastern University School of Law, offers Northeastern’s Cooperative Legal Education Program (co-op) as an effective, alternative model that makes better use of all three years spent in law school.

The oldest advice in the world is that the trick is not in knowing the answers—rather it is in knowing the right questions to ask. Such advice has broad application, and in the current debate about legal education, it is quite possible that the wrong questions are currently on the table. The question should not simply be: why does legal education cost so much? Rather, the question should focus on reassessing and re-measuring the value of legal education.

Mercer University Walter F. George School of Law is one of the oldest law schools in the United States and has a longstanding commitment to legal education along the lines proposed in the Carnegie Report. This dedication to professionalism and practical skills training makes Mercer an ideal partner within the Educating Tomorrow's Lawyers Consortium.

In September 2012, 21 law schools sent representatives to Educating Tomorrow’s Lawyers’ first conference, which sought collaboration among schools to identify best practices for forming professional identity, encouraged schools to share examples of programs and curricula that support professional development, and fostered new ideas and approaches that representatives could take back to their schools. Out of this meeting comes the Report on the 2012 Conference.

The American Bar Association's Task Force on the Future of Legal Education has been collecting comments from individuals and organizations since late last year. Educating Tomorrow's Lawyers submitted a comment focused on aligning legal education with the needs of an evolving profession, and made six recommendations.

Educating Tomorrow’s Lawyers Advisory Committee member Paul Lippe is speaking to the “Deans Workshop for ABA Approved Schools” on February 15. In a post at The New Normal, he asked “How would you shape the law school experience for the next generation?” He has 44 responses and counting.

Once again, law schools have found themselves the subject of a New York Times front-page article about the sharp decline in law school applications. According to the article, law schools are responding by cutting faculty, taking a closer look at affordability, and adding clinics and in-the-field training. But perhaps more interesting is the story the article doesn’t tell—the story of law schools across the country that are already in front of this wave by offering students a better education.

Professors JoNel Newman and Melissa Swain teach a unique clinic at the University of Miami Law School that integrates legal, medical, and social work to help students learn better patient/client advocacy skills. Students from both the law school and medical school are cross-trained in each other’s disciplines, bringing the two professions together through real and mock situations and simulating the realities outside the classroom.

On January 17, The University of Arkansas at Little Rock announced that Michael Hunter Schwartz had been appointed the new dean of the William H. Bowen School of Law. Schwartz is an Educating Tomorrow’s Lawyers fellow, who has demonstrated a commitment to integrating practice-based learning and professionalism into the classroom. We thank Schwartz for his commitment to improving legal education and congratulate him on his much deserved appointment.

Elizabeth Phillips, a third year law student at the University of Denver Sturm College of Law, knew she wanted to go to law school, but she also knew that selecting the right school that could equip her with the tools needed to actually practice law was essential. Having done her research, "it became clear to [her] that DU’s practical education was paying off" for new grads in the area and could afford her the best opportunities upon graduation.

Ben Madison, an Educating Tomorrow's Lawyers Fellow, recently discussed teaching materials and help available for those who want to try Carnegie methods in a post on the Best Practices for Legal Education blog. He noted that “plenty know about Carnegie’s recommendations, but too few know of the steps taken, since the report, to implement it.”

Last fall, New York University School of Law made news for reorganizing its third-year offerings to better meet the needs of today’s law students. Today, we welcome NYU to the Educating Tomorrow’s Lawyers Consortium of law schools demonstrating significant institutional commitment to legal education reform along the lines proposed in the 2007 Carnegie Report, Educating Lawyers.

David Thomson, Lawyering Process Professor and Director of the Lawyering Process Program at the University of Denver Sturm College of Law, will be the first IAALS Visiting Scholar for the spring semester of 2013. Thomson will be spending parts of his sabbatical here with us, working on several projects. Thomson is a longtime friend of IAALS and we look forward to working more closely with him over the coming months.

Denver Law alumni James “Jim” Mulligan (JD ’74) and Joan Burleson (JD ’85) made a $2.25 million endowment to the University of Denver Sturm College of Law's Mulligan Burleson Chair in Modern Learning, which will ensure experimental learning is integrated throughout the school's curriculum. This gift is augmented by IAALS's Educating Tomorrow’s Lawyers advisory committee member, Doug Scrivner (JD ’77) and his wife, Mary.

Advanced Advocacy: Legislative Policy, the latest Educating Tomorrow's Lawyers course portfolio, incorporates theory and practice of the legislative processes, advocacy in the legislative context, and judicial interpretation of statutory law. This is an upper level simulation course with an emphasis on research, drafting, and presentation for a genuine legislative immersion experience.

This week, the Arizona Supreme Court will consider a proposal, backed by all three Arizona law schools, to let third year law students take the February bar exam prior to graduation. This proposal was created directly in response to the current legal market and the increasing cost of legal education. The Arizona schools believe this allowance would not only lessen law school debt, but would also help move students into the legal market sooner.

Educating Tomorrow's Lawyers Fellow, Professor Michael Madison, has written a blog post examining the state of legal education and emphasizing the need for change. Professor Madison suggests that law schools need to integrate the client relationship throughout their curriculum to prevent the turmoil in the profession from escalating.