News & Updates

More and more law schools and legal educators are embracing the fact that legal theory and skill aren’t enough to satisfy today’s legal employers. In response to this new reality, R. Lisle Baker, Professor of Law at Suffolk University in Boston, has created a course on Positive Psychology for law students.

For years, law school graduates have struggled to find full-time employment, facing a highly saturated, fiercely competitive job market. There continues to be a gap between what law schools teach and what legal employers expect from new graduates—and not enough traditional law firm positions to hire them all. 

Since publishing the results of our Foundations for Practice survey, we have been using those results in the second phase of the project to work with select law schools to develop a set of learning outcomes, assessments, instructional designs, and hiring tools to instill and identify desired characteristics, competencies, and skills in future lawyers. 

Camille was recommended to us as a star in legal academia—an innovator and a visionary. She has the capacity to open minds and eyes to a different perspective, while still finding common ground. We are so lucky to have her amongst us.

In direct response to an ABA study on attorney well-being and IAALS’ Foundations for Practice project and findings, University of Denver Sturm College of Law Professor Debra Austin brought to life a class called “Professionalism and Well-Being Skills for the Effective Lawyer,” which began this fall.

The Journal of Legal Education’s latest issue focuses on the ABA’s new standards on assessments and the reaction of law schools who now need to understand best practices in designing student learning outcomes. Professor Sophie Sparrow’s article highlights IAALS’ Foundations for Practice project and the value of “soft skills” to a young lawyer.

In the most recent issue of the Bar Examiner, Alli Gerkman and I discuss the perceived skills gap that affects employment for newly graduated law students, an issue that has even greater implications for the profession as a whole when new lawyers enter the workforce unprepared or underprepared.

Many law school staff, administration, and faculty members have reached out to IAALS to learn more about how the foundations we have identified can improve their own programs, or to share with us how they use the foundations to inform their teaching models—and we are going to continue the conversation in an upcoming webinar.

Last year, we were in a bind. Our Foundations for Practice project was speeding along but we needed to develop a set of learning outcomes from our survey’s results. To do that, we needed to hire a consultant who really understood learning outcomes. Elizabeth has brought a level of expertise and thoughtfulness that gives us and our partners great confidence in the work we are doing.

We have never been busier at IAALS, with projects and convenings ramping up across all of our focus areas. To help facilitate this work and expand our impact nationwide, we are pleased to welcome three new staff members to our ranks. Jonna Perlinger joined IAALS in March as a legal assistant, and Michael Houlberg and Jason Zolle joined IAALS in June as managers.

Law school clinics are often said to serve two goals. They are a place where law students can develop and practice their legal skills in a real setting, with the safety net of faculty supervision. They also aim to serve low and modest means clients whose legal needs might otherwise go unmet. And, according to a recent study, clinics are achieving these goals.

The Young Lawyer Editorial Board of The American Lawyer recently called out a growing disconnect between the skills and training law students are receiving and the tasks new lawyers are asked to complete in practice. For example, new lawyers today are often asked to manage both teams and deadline schedules, and also to take the lead on important documents and matters early in their careers. However, today’s typical law school curriculum does not always cover all these important areas.

The Colorado Supreme Court’s Attorney Regulation Counsel recently released statistics on the state’s legal employment, which revealed an interesting trend. According to the Denver Business Journal, the study found that fewer than half of the 1,473 active female attorneys younger than 30 years old are working in law firms of any size, and only 20 percent of female attorneys in that age range went to work for big law firms. At the same time, law school classes around the country are fairly equally divided between male and female students, on average.

In the last blog, we explained that the 77 foundations survey respondents identified as being necessary for new lawyers in the short term are largely consistent and definitive across respondents. Still, there were a few differences that highlight foundations some practice settings emphasize over others. Similarly, when we focused on private practice, we discovered only slight variations among different law firm sizes. In this blog, we explore the foundations that make up the whole lawyer for each private practice firm size category, and the differences as compared with one another and the whole lawyer overall.

In our previous blog, we explained that the 77 foundations survey respondents identified as being necessary for new lawyers immediately upon graduation from law school are consistent and definitive throughout the practice of law. The similarities we saw in responses across demographics, firm sizes, and practice-specific characteristics suggest that the findings can be employed with confidence by law schools, the profession, employers, and others to facilitate the development of crucial foundations needed by lawyers right out of law school. Nonetheless, there were a few notable practically significant differences that arose among the various practice settings we studied.

We are proud to present you with IAALS' 2017 Annual Report, showcasing our efforts to help create a legal system that works for everyone. The theme this year is “Action to Justice.” Throughout the report, you will see images that are straight out of the comics. But despite the whimsical tone, the real message is that we live in times that pose great challenges to our system of justice, and superheroes must answer the call to act.

In July 2016, IAALS published Foundations for Practice: The Whole Lawyer and the Character Quotient, which shared findings from a survey that asked more than 24,000 lawyers what new lawyers need as they enter the profession. In the survey, we also collected from respondents ten demographic and practice-specific characteristics. We thought we might observe interesting, informative, and actionable differences across these demographics and characteristics. However, as we conducted analysis of the survey data for our reports, it became clear that our expectation was misplaced.

The Wisconsin Lawyer recently reviewed IAALS' Foundations for Practice study and discussed some of its ties to Wisconsin's legal community. Of the more than 24,000 lawyers nationwide who participated, 500 were from Wisconsin. In the first part of the survey, at least three-fourths of those respondents said that characteristics were vital for new lawyers to have right out of school, while professional competencies and legal skills were less immediately valuable. Alli Gerkman, the director at IAALS who oversees the Foundations project, emphasized that the survey suggests that legal skills were still important, but new lawyers do not need to have them all mastered right out of law school.

The theme of the 2017 ETL conference, “Educating Tomorrow’s Lawyers… to Serve Tomorrow’s Clients,” captures perfectly the attitude that I have used for many years to frame my teaching. This year’s Ignite presentations put that theme into practice a myriad of concrete programs, in the classroom, the law clinic, and courthouse. Tech developers were represented. Law librarians. Producers of extracurricular activities. That diversity is precisely what legal education and the legal profession need. Here’s why.

Nicole Bradick is a lawyer, Chief Strategy Officer at CuroLegal, and an advocate for expanding access to justice. As she writes in a recent post at Lawyerist, she was a federal court litigator for eight years and had some exposure to state court pro bono cases, but her observational visit to an eviction court this summer was the first time she ever observed such a court from the self-represented litigant’s perspective. Her verdict? “Eviction court really, really sucks.” Bradick writes that she was dismayed by the treatment of the litigants and an environment that fosters imbalance, and that she was “[e]mbarrassed because in all my time practicing law, I never bothered to sit in court and feel what it’s like in the shoes of a self-represented litigant.” She is, of course, not the only one.