JOURNAL: Caron on Teaching law and Transnationalism

David Caron (Dean, Dickson Poon School of Law, King’s College London) has published 'Teaching of law must reflect realities of a transnational world':

We live in a period of economic globalisation in which we are witnessing the convergence of humanity around fundamental rights and values and the demands of shared challenges such as climate change.

Once you accept that law is a reflection of – and is fundamentally shaped by – underlying political, social and economic structures, then it becomes clear that a transnational emphasis is essential....

The full article is here.

ARTICLE ANNOUNCEMENT: Comparative Law Teaching Through Video Conferencing

A new interesting article from (2014) 5 IUCN Academy of Environmental Law e-Journal 1
BRADFORD W. MORSE, University of Waikato
Email: bmorse@waikato.ac.nz
The Editors: "Professor Bradford Morse reflects upon comparative teaching through videoconferencing. His insightful paper highlights a number of key concerns both with co-teaching a course and with the use of technology in teaching. It begins with a review of the developments in technology that first made distance learning a possibility, then leads us to the point where co-teaching across continents is possible. Thereafter Morse considers the challenges and benefits of teaching law through videoconferencing, highlighting as he does some of the benefits and challenges of this form of teaching." (click here to download the full article)

CALL FOR REVIEWERS: The Law Teacher: International Journal of Legal Education

The Law Teacher: International Journal of Legal Education is looking forward for reviewers. Please visit this link for further information.

ARTICLE: Who shouldn't be in law school?

ABA  Journal just published an interesting article 'Who shouldn't be in law school?'

As ABA Journal noted, this week, George Mason University law professor Michael Krauss laid out plainly which students he thinks belong in law school—and which do not.

Students interested in "pursuing justice," in helping those who can't afford legal help, and "in soberly attempting to understand and solve the incredibly difficult, and incredibly interesting, intellectual problems that underlie so many of today’s legal disputes" are sorely needed, Krauss wrote.

And those in law school because they didn't know what else to do after finishing undergrad and only really have a goal of making a lot of money "chose the wrong generation to go to law school," Krauss wrote.

So this week, ABA asked: Who are the students that the legal profession needs, and can succeed with a law degree? And who should get the idea out of their heads as soon as possible?

Page of the article and comments here.

BOOK:An Introduction to Empirical Legal Research

A new book from Oxford University Press, as follows the main features of this publication:

A concise, accessible introduction to understanding, conducting, and evaluating empirical research in a legal context ts the foundations of statistical modelling and analysis in a language accessible to lawyers with no background in mathematics or formal social science methods. Presents the foundations of statistical modelling and analysis in a language accessible to lawyers with no background in mathematics or formal social science methods Supported by an extensive companion website that includes detailed case studies and sample data sets, introductions to statistical software, guides to best practice, and extensive references for further reading

Click here for further information.

LEGAL EDUCATION: Prospects of Legal Scholarship in Germany

Post by JURIS Diversitas.

BLOG: Larry Catá Backer on Elements of Law

Readers might be interested in a class that Larry Catá Backer has been discussing on his Law at the End of the Day Blog.

So far, he's written about the class--Elements of Law-- in two posts:

• Elements of Law 3.0: On the Relevance of a First Year Law Course Designed to Frame the Law School Curriculum
• Elements of Law 3.0: Notes for Readings I-A (What is Law? Introduction: The cast of characters, institutions and forms); Reading Justinian's Institutes

Among other things, the class brought to mind Roderick A Mcdonald and Jason MacLean, 'No Toilets in Park' (2005) 50 McGill Law Journal/Revue de droit de McGill 721.

Have a look. 

- SPD

ARTICLE: Mahasned and Critchlow on Jordanian Legal Education

Nisreen Mahasned and George Critchlow, "A Dialogue on Jordanian Legal Education" has been published on SSRN:

This is a readable article about the need for legal education reform in Jordan. It grew out of the experiences, discussions, and shared interests of the co-authors – a Jordanian female law professor and an American male law professor who have worked with the American Bar Association Rule of Law Initiative (ABA ROLI) and Jordanian law faculties to develop strategies for strengthening legal education in Jordan. The article is unusual in that it is presented as a dialogue in order to identify and reflect the authors’ different professional and cultural perspectives. The text is supported by citation to authority in conventional footnotes. 

Jordan’s system of legal education is challenged by the need to produce lawyers who have the knowledge and skills necessary to represent clients in traditional settings and to meet the demands of modern transnational commerce, democratization, and the rule of law, including human rights law. The traditional mode of learning in most Jordanian law classes is passive. The article describes and discusses learning theory that emphasizes the need for students to be engaged in a variety of interactive learning experiences. The concept of separating theory and practice (which underpins the traditional Jordanian legal education model) is addressed by reference to critiques of legal education in the United States. The article argues for more integration of theory and practice as a means of fostering critical thinking and problem-solving skills. It concludes with concrete recommendations that Jordanian (and other) law professors might find useful for introducing more integrated, active learning experiences into their classrooms. 

While the article is about Jordanian legal education, it has obvious relevance for educators who operate in similar models of legal education throughout the Arab world. It also provides a readable summary of learning theory and teaching strategies for law teachers everywhere. 

EVENT: LLB Open Day - The Institute of Law - Jersey

I just noticed the following message (LLB Open Day - The Sequel) for The Institute of Law - Jersey on Facebook:

Following the success of last month's open day, the Institute is holding another open day for anyone interested in finding out more about studying for a law degree in Jersey with the University of London International programmes. All the teaching and exams take place in the Island. To find out more, come along to the Institute between 1 pm and 6 pm, and meet the Director of Studies, Professor Andrew Le Sueur.

CONFERENCE: Fifth National Spanish Conference on Legal Education

Fifth National Spanish Conference on Legal Education

“Transformations in Legal Teaching and Learning ”

11-13 september 2013

Valencia, Spain

The School of Law, Universitat de Valencia, with the support of the Human rights Institute, announces that registration is now open for the Fifth National Spanish Conference on Legal Education. The Conference will be held at School of Law, Campus dels Tarongers, Valencia (Spain).

The title of the Conference is “Transformations in Legal Teaching and Learning ” and the following sub-themes will be explored:

1. Competence-based teaching methodology in Criminology, Legal and Political studies

2. Quality in learning and teaching Law, Criminology, and Political Sciences and Public Administration

3. Active methodologies for learning/teaching Law, Criminology and Political Science and Public Administration

4.Learning from reality and experience: legal clinics

5. Ubiquitous learning: ICT for education, e-learning, social networks, teaching platforms…

6. Teaching Law through films and literature

7. Learning assessment

8. Teaching/learning for society: social function of Universities, pro bono activities, public interest strategies in Law….

9. Implementing Degrees and Postgraduate studies in the Bologna Process of a European Higher Education Area

10. Teaching and research internationalization

11. Scientific dissemination of Law, Criminology, and Politicial Science teaching

12. Training the trainers

BOOK: Heringa on Legal Education

Intersentia has published Aalt Willem Heringa, Legal Education: Reflections and Recommendations (2013):

This book on legal education was written based upon many of the author’s experiences as a professor and dean. The author noted that there is relatively little literature and research about legal education and felt it was necessary to discuss the present state of legal education. The book focuses on many issues such as teaching itself, employability, the mission and focus of law schools, the future of law schools in this age of internationalisation, student intake, the link with the labour markets, as well as many other issues. One of the conclusions drawn is that law schools will have to seek their own position and niche and that they will have different roles. This book also focuses on the need for law school deans and leaders to set clear mission statements and strategies and work towards education that provides all the necessary skills and knowledge that students can take with them into their future careers. No teaching as we did for many years, but analysing what lies ahead and what is needed for future careers. 

SPEECHES: The Keynote Speeches of the 5th Annual Conference of the Irish Society of Comparative Law

The Keynote Speeches of the 5th Annual Conference of the Irish Society of Comparative Law, held on 24-25 May 2013 at the National University of Ireland - Galway, are now available online. 

 These include: 

• Professor Susan Farran (University of Northumbria), 'The age of Empire. Again: critical thoughts on legal imperialism'
• Professor Brice Dickson (Queens University Belfast and Former President, Irish Society of Comparative Law), 'The Irish Supreme Court in Comparative Perspective: Preliminary thoughts', with a response by Judge Catherine McGuinness (Retired, Irish Supreme Court).

CONFERENCE: Law and Legal Education in the Americas - Comparative Perspectives

Law and Legal Education in the Americas
Comparative Perspectives
June 21-22, 2013, UDM School of Law

The University of Detroit Mercy School of Law, the University of Windsor Faculty of Law, and the Instituto Tecnologico y de Estudios Superiores de Monterrey stand alone in dual-degree offerings that provide students with the degrees necessary to practice in Canada, the United States, and Mexico, with the only three-year comparative Canadian and American dual-degree program and the first Mexican and American dual-degree program of its kind.

These partners invite you to attend Law & Legal Education in the Americas: Comparative Perspectives on June 21-22, 2013, at UDM School of Law. Registration is now open. Please see http://www.lita2013.com for additional information and follow the conference on Twitter.

The conference will explore three distinct paths: social justice, professionalism & pedagogy, and commercial and consumer law, which are tailored to reflect the emphasis of the dual-degree programs and the institutions themselves.

CONFERENCE LOCATION: The conference will take place at the University of Detroit Mercy's newly renovated law building, historic Dowling Hall, which was built in 1890 by the renowned architect Gordon Lloyd. The School of Law is located in the heart of Detroit's revitalized business district, with hotel accommodations just two blocks away at the Marriott Hotel Renaissance Center in the GM World Headquarters building, with beautiful views of the Detroit River and Canada. Special hotel rates are available until May 30, 2013. Details may be found on the conference web site at http://www.lita2013.com

ARTICLE: Edelman on Educating and Qualifying Transnational LAwyers

Diane Edelman’s ‘Educating and Qualifying Transnational Lawyers: A US Perspective’ is now on SSRN. The abstract reads: 


Recent years have seen an explosion of programs at American law schools designed to educate transnational lawyers, and this past year has seen new developments in the United States regarding qualifying lawyers from abroad to practice in the United States. This paper will highlight some of these developments, and, hopefully, spur or enhance your interest in this burgeoning area of legal education. 

CONFERENCE: Hybrid Law Teaching

The Institute for Law Teaching and Learning will present its summer 2013 conference on June 7-9, 2013, at Washburn University School of Law in Topeka, Kansas. The conference, Hybrid Law Teaching, features 34 workshops with 47 presenters representing nearly three dozen law schools.

Structure of the Conference

Tailor the Conference to Suit Your Interests

The conference includes eight workshop sessions. During each session, four or five workshops will run simultaneously. Participants will be able to tailor the conference to fit their individual interests by choosing which workshop to attend during each session. The workshops will deal with:

• Innovative materials;
• Alternative teaching methods;
• New technologies;
• Ways to enhance student learning in all types of courses;
• Techniques to better prepare students for their bar exams;
• Means of restructuring legal education to foster practice-ready lawyers.

Each workshop will include materials that participants can use during the workshop and when they return to their campuses, and all the presenters will model effective teaching methods by actively engaging the participants.

Benefits to Participants

Improve Teaching and Learning

During the conference, participants can expect to encounter many new ideas about a wide variety of ways in which they can create hybrid law school courses. In addition, the conference is intended to facilitate informal interaction among creative teachers who love their work with students.

Participants should leave the conference with both inspiration and the information they need to seamlessly integrate skills, doctrine, and values in their teaching, to bridge traditional law school categories, such as legal writing and doctrine, clinics and skills courses, and academic support and doctrinal courses, and even to flip their classes. The ultimate goal of the conference is to help the participants improve their teaching, improve their students' learning, and further their school's efforts to offer attractive, effective courses that prepare students to practice law.

ARTICLE: Van Bemmelen van Gent on Legal Education

Ernst Van Bemmelen van Gent’s ‘Legal Education: A New Paradigm’ is on SSRN:

In the past, between the years 1800 and 1950, legal education was a local, generalist, apprentice-based, non-corporate, and highly academic self-explanatory affair. Most of the legal professionals regarded themselves as involved in ex-post private law and criminal litigation/trials. Legal theory and the curriculum, correspondingly, could focus mainly on local private and criminal law contained in approximately 10.000 pages. 

At the start of the 21st century a number of things have changed. Around 100 specialized areas of legal theory and practice have emerged, along with millions of pages of new material. The sources of these new rules are increasingly international and regional, especially in Europe. The legal profession has also industrialized. The sole practitioner is outnumbered by legal professionals that are mass producing legal services and legislative instruments, as well as adjudicative products. Client demand has changed the emphasis to be more focused on ex ante: preventing disputes. Employers are expecting more than ever that graduates are well on their way through this increased volume of material, plus well versed in critical thinking, advocacy and research techniques. Moreover, in the countries where legal education is subsidized, universities are expected to educate more pupils for less money, plus accepting lower entry qualifications favoring historically less privileged groups. This process includes attempts, again especially in Europe, to harmonize the higher education degree structure across states. 

Law school traditions have not responded to these developments yet. The curriculum and teaching techniques have remained largely the same as in the 1800 to 1950 era. 

The time is ready to change legal education drastically. To guide and justify that change, a modern, 21st century paradigm is required, addressing what the legal profession entails, what issues the legal profession deals with and what legal competences are required, to solve legal problems cheaply, efficiently and in a client friendly manner. Such a new paradigm should also provide the necessary assessment criteria evaluating, which law graduates may be permitted access to legal practices, including the various professional bodies admission procedures but also corporate hiring practices for junior and senior positions. 

This article provides such paradigm. It describes and defines the legal profession along four types of legal practices that exist all over the world. It identifies the “top 55 legal issues” that are most fundamental to any legal practice. It selects 50 areas of law that are necessary for instruction in law schools. More importantly, it argues which 6 legal skills/competencies should be the guiding tool for curriculum and assessment design, as well as the criteria for recruitment, life-long learning and career development in the legal profession. Furthermore, the new paradigm for legal education integrates the global ambitions (UN, OECD, G20) in the fields of sustainable development and rule of law into the daily reality of the legal profession, legal education and legal research.

CONFERENCE: The Future of Law School

Conference Announcement
The Future of Law School
 
September 26 - 28, 2013
University of Alberta Faculty of Law
Edmonton, Alberta, Canada

REGISTRATION IS NOW OPEN AT: http://www.lawschool.ualberta.ca/centenary/conference.aspx

CONFIRMED SPEAKERS INCLUDE:

- Professor Harry Arthurs, Dean Emeritus, Osgoode Hall Law School
- Dean Kim Brooks, Schulich School of Law, Dalhousie University
- Dean Irwin Chemerinsky, California Irvine School of Law
- Dean Ian Holloway, University of Calgary, Faculty of Law
- Professor William Henderson, Indiana Maurer School of Law
- Professor Rosalie Jukier, McGill University, Faculty of Law
- Professor Carrie Menkel-Meadow, California Irvine School of Law
- Dean Lorne Sossin, Osgoode Hall Law School
- Professor Richard Susskind OBE, Independent Scholar & Advisor, UK
- Professor Margaret Thornton, Australian National University, College of Law
- Hugh Verrier, Chair, White & Case LLP

PLACE & PURPOSE: The culminating event to the Faculty of Law Centenary, this Conference is ideally timed to solicit a wide professional, judicial, academic and public response. Witness the 2007 Carnegie Report Educating Lawyers that issued strong criticism of professional legal education and that has had a profound and continuing impact throughout the common law world; the 2009 Federation of Law Societies of Canada's Report on the Common Law Degree in Canada; and the installation of the Legal Education and Training Review (LETR) in the UK: the Law School and the Profession it supplies are being criticized from without and contested from within as never before and their futures are now, as never before, very much up for grabs. Indeed, it wouldn't be hyperbole to suggest that this unprecedented contest has risen to the status of a cultural war, within the legal academy and the profession and among the wider public, over the future of law school, of lawyers, and with that, of the law itself.

This Conference is dead set on contributing loudly and meaningfully to this cultural battle. Leading legal thinkers -- academic and practicing lawyers and judges -- are coming together in Edmonton to state the case against the present and for the future, before members of the international common law legal community and before the public at large. The Conference will be structured around the following four themes:

- Foundations: Theories of Contemporary Professional Legal Education
- Circumstances: Law Schools, Regulators, and the Market for Legal Services
- Challenges: Reflecting Changes in the Practice of Law
- Practices: Innovating the Content and Delivery of Legal Education

Wherever you are placed in the legal community, if you find yourself disgruntled by the present legal education and committed to its renewal, you mustn't miss this Conference.

BOOK: Catá Backer and Broekman on the Semiotics of Legal Education

Springer has announced the publication of Larry Catá Backer and Jan Broekman (eds), Lawyers making meaning: the semiotics of legal education II (2013). 

The sequel to Broekman and Francis J Mootz II (eds), The semiotics of legal education (2011),

[t]his book present a structure for understanding and exploring the semiotic character of law and law systems. Cultivating a deep understanding for the ways in which lawyers make meaning—the way in which they help make the world and are made, in turn by the world they create —can provide a basis for consciously engaging in the work of the law and in the production of meaning. The book first introduces the reader to the idea of semiotics in general and legal semiotics in particular, as well as to the major actors and shapers of the field, and to the heart of the matter: signs.  The second part studies the development of the strains of thinking that together now define semiotics, with attention being paid to the pragmatics, psychology and language of legal semiotics. A third part examines the link between legal theory and semiotics, the practice of law, the critical legal studies movement in the USA, the semiotics of politics and structuralism. The last part of the book ties the different strands of legal semiotics together, and closely looks at semiotics in the lawyer’s toolkit—such as: text, name and meaning.

The book’s Preface, Table of Contents, and Sample Pages are available here.