LAW SCHOOL APPLICATIONS ARE DECREASING: CAN PRE-LAW ADVISORS AND BUSINESS LAW PROFESSORS LEARN FROM A CASE STUDY OF THE DENTAL PROFESSION?

1987 ◽  
Vol 6 (1) ◽  
pp. 113-125
Author(s):  
FRANK J. CAVALIERE ◽  
MARLEEN ROOSTH SWERDLOW ◽  
ROBERT A. SWERDLOW
Keyword(s):  
Law School ◽  
Business Law ◽  
Dental Profession ◽  
Law Professors

The Principle, Politics, and Finances of Introducing Academic Merit as the Standard of Hiring for “the teaching of law as a career,” 1870–1900

2006 ◽  
Vol 31 (03) ◽  
pp. 617-648 ◽  
Author(s):  
Bruce A. Kimball
Keyword(s):  
Professional Practice ◽  
Law School ◽  
Professional Experience ◽  
Late Nineteenth Century ◽  
Professional Schools ◽  
Class Rank ◽  
Academic Fields ◽  
American Law ◽  
Academic Merit ◽  
Law Professors

Compared to the practice in other professional schools and academic fields at universities, law professors are hired at a young age based primarily upon their academic merit determined through grades, class rank, and school rank. This emphasis upon narrowly defined academic merit—apart from achievement demonstrated through original scholarship or experience in professional practice—first emerged during “the professionalization of the American law professor” between 1870 and 1900 at Harvard Law School (HLS). Though normative today, this outcome was neither necessary nor uncontested. In the late nineteenth century the new standard of hiring faculty according to their academic merit was energetically opposed by those favoring the antecedent standard of professional experience and reputation. Only when financial considerations counterbalanced that traditional standard did hiring decisions tip in favor of the new principle. Not until the early 1900s, when the second generation of academic meritocrats dominated the HLS faculty, did the new hiring standard become unequivocally established as policy in the school and, by extension, in legal education.

Readiness in Systems Implementation

2011 ◽  
pp. 15-51
Author(s):  
Eric Lou ◽  
Hafez Salleh
Keyword(s):  
Higher Education ◽  
International Students ◽  
Industrial Sector ◽  
Business Law ◽  
Systems Implementation ◽  
Education Organization ◽  
Health Related ◽  
Student Information ◽  
Increasing Demand

Higher education sector is notorious for lagging behind the industrial sector in the application of IT/IS systems and infrastructure. This chapter presents the application of the IT/IS readiness model in a higher education organization. This organisation was established in 1967 and currently has about 2,500 staff and 18,000 students, of which, 3,000 are international students from all over the world. The organization comprises of 14 schools and 13 research institutes and offers programmes various fields, which include virtual reality, magnetic and optics, business, law, genetic algorithms, health-related studies, and building construction. In 1996, Academic Division (AD) identified the need to improve the management of the student database due to the increase of students and programs offered by the organization. AD also identified that the Legacy Student Information System (SIS) was unable to cope with the increasing demand of data administration. This case study presents the overview of issues encountered while assessing the e-readiness of the organisation after most of the systems went live. Post implementation, the system has been able to reduce the redundancies in processes and has been able to provide a more effective support to students and staff. However, still there are several issues and conflicts that need to be resolved, and a radical rethink of the processes supporting the IT system is needed to achieve any further efficiency.

Legislating a Solution to Animal Shelter Euthanasia: A Case Study of California's Controversial SB 1785

2000 ◽  
Vol 8 (2) ◽  
pp. 129-150 ◽  
Author(s):  
Sarah Balcom
Keyword(s):  
Los Angeles ◽  
Companion Animal ◽  
The State ◽  
Law School ◽  
Collaborative Effort ◽  
Animal Shelter ◽  
Animal Protection ◽  
Senate Bill

AbstractOn September 22, 1998, California Governor Pete Wilson signed Senate Bill 1785 into law, dramatically affecting the entire California animal sheltering community. Dubbed the "Hayden law" by the animal protection community after the bill's sponsor, it represents the state of California's attempt to legislate a solution to both the companion animal overpopulation problem and the friction between the agencies trying to end it. The persistence of the bill's primary supporters, a Los Angeles veterinarian and a UCLA law school professor and the overall lack of opposition to it helped SB 1785 sail through the California legislature. Because of the scope of the bill and the immense cost of implementation, its passage shocked many in the sheltering community. This case study highlights the consequences of legislation that was crafted based on worse case scenarios and over which there was little collaborative effort. It concludes with suggestions that might be useful to other states contemplating similar such legislation.

The Proliferation of Case Method Teaching in American Law Schools: Mr. Langdell's Emblematic “Abomination,” 1890-1915

2006 ◽  
Vol 46 (2) ◽  
pp. 191-247 ◽  
Author(s):  
Bruce A. Kimball
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Case Method ◽  
Law Schools ◽  
American Higher Education ◽  
American Law ◽  
Law Professors

Case method teaching was first introduced into American higher education in 1870 by Christopher C. Langdell (1826-1906) of Harvard Law School (HLS), where it became closely associated with—and emblematic of—a set of academic meritocratic reforms. Though regnant today, “the ultimate triumph of [Langdell's] system was not apparent” for many years. The vast majority of students, alumni, and law professors initially derided it as an “abomination,” and for two decades case method and the associated reforms were largely confined to Harvard. During the subsequent twenty-five years between 1890 and 1915, a national controversy ensued as to whether case method teaching—and the concomitant meritocratic reforms—would predominate in legal education and, ultimately, professional education in the United States.

scholarly journals How Should We Assess Interviewing and Counseling Skills?

2014 ◽  
Vol 9 ◽  
pp. 57 ◽  
Author(s):  
Lawrence Grosberg
Keyword(s):  
United States ◽  
The United States ◽  
Law School ◽  
First Century ◽  
Counseling Skills ◽  
Gold Standard Method ◽  
American Law ◽  
Student’S Performance ◽  
Method Of Assessment ◽  
Law Professors

<p>The need to teach interviewing and counseling skills has long been established among clinical legal educators. Even among our non-clinical colleagues, these skills are recognized as integral to competent lawyering. While there remains considerable difference of opinion within the United States as to whether teaching such skills should be in a required course or simply be available as an elective, there is no doubt that a twenty-first century American law school must include the teaching of these skills in its curricular array.</p><p>This paper first briefly describes the structure of legal education in the United States (insofar as clinical and skills teaching is concerned) and the almost total absence of any bar admission training or apprenticeship requirements. If the law schools are not required to fully train all future lawyers and the bar admission authorities likewise disavow responsibility for doing so, should clinical law professors assume the burden? I then go on to discuss the primary clinical evaluation technique of directly observing the student's performance, sometimes referred to as the gold standard method of assessment. Against the backdrop of the assertion that it is beneficial to use multiple methods of assessment, I then describe the several methods I have used to address the question of how best to assess interviewing and counseling skills. As an aside, it becomes clear that much more empirical analysis is in order.</p>

scholarly journals Learning of Islamic Law in Contemporary Universities: Case Study of Faculty of Sharīʻah & Law of International Islamic University Islamabad and Islamic Legal Studies Program of Harvard Law School

2020 ◽  
Vol 2 (2) ◽  
pp. 85-89
Author(s):  
Naureen Akhtar ◽  
Atia Madni ◽  
Rais Nouman Ahmed
Keyword(s):  
Islamic Law ◽  
Code Of Conduct ◽  
Research Paper ◽  
Law School ◽  
Law Students ◽  
Modern World ◽  
Legal Studies ◽  
Divine Guidance

Purpose: This research paper aims to study the standing of learning of Islamic Law in contemporary universities. The present study highlights the significance of Islamic Law learning to the legal practitioners (Bar) and legal academicians in general and to the judges (Bench) in particular. This paper endeavors to conduct a case study of learning of Islamic law in contemporary universities in Muslim and Non-Muslim jurisdictions. Methodology: For the purpose of this research paper, two universities have been selected where departments of Islamic law learning are established, i.e., Faculty of Sharīʻah & Law of International Islamic University, Islamabad and Harvard Islamic Legal Studies Program of Harvard law School. This study explores that how far the above-mentioned institutions in various jurisdictions have been successful in imparting Islamic Law education among their law students. It follows discussion on the relevancy of Islamic law learning and its understanding in the solution of contemporary issues of the modern world. Findings: This paper finds that Islamic law, being based on divine guidance, is the complete code of conduct and therefore, provides guidelines to discover and find out the solutions of all issues of modern world to Bar, academicians and Bench.                                                           

Radical Correctional Reform: A Case Study of the Massachusetts Youth Correctional System

1974 ◽  
Vol 44 (1) ◽  
pp. 74-111 ◽  
Author(s):  
Lloyd Ohlin ◽  
Robert Coates ◽  
Alden Miller
Keyword(s):  
Relative Effectiveness ◽  
Radical Change ◽  
Law School ◽  
Youth Services ◽  
Community Based ◽  
Treatment Services ◽  
Institutional Treatment ◽  
Traditional Training ◽  
Training Schools

The authors raise three principal questions. First, what part should traditional training schools play in providing treatment for youthful offenders? Second, what is the relative effectiveness of community based in comparison to institutional treatment services for juvenile delinquents? Third, what problems arise in undertaking a radical change in policy and program from institution to community based services? To answer these questions, the Center for Criminal Justice at the Harvard Law School is evaluating the reforms undertaken by the Massachusetts Department of Youth Services since 1969. This article offers a preliminary report and description of the problems and progress of these reforms through three phases: the emergence of a mandate for reform, the reform of institutional treatment,and the move from institutions to community corrections. Interviews with staff and youth so far indicate a positive response of youth to the new programs.

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