The Use of Therapeutic Jurisprudence in Law School Clinical Education

2005 ◽  
Author(s):  
Greg Baker
Keyword(s):  
Clinical Education ◽  
Law School ◽  
Therapeutic Jurisprudence

scholarly journals MECHANISMS FOR INTERACTION BETWEEN LEGAL CLINICS AND GOVERNMENTAL BODIES: LEGAL, ORGANIZATIONAL AND ETHICAL ISSUES

2021 ◽  
Vol 17 (3(65)) ◽  
pp. 211-224
Author(s):  
Марина Сергеевна ТРОФИМОВА
Keyword(s):  
Clinical Education ◽  
Clinical Training ◽  
Ethical Issues ◽  
Law School ◽  
State University ◽  
Legal Aid ◽  
The Public ◽  
Analysis And Synthesis ◽  
Full Benefit ◽  
National Systems

Practice shows that a legal clinic is the most effective element of practical-oriented education in a law school today. Despite the introduction of project activities into curricula, the development of cooperation programs with employers, the harmonization of curricula and teaching materials with employers’ representatives, it is the possibilities of clinical education that enable future lawyers to acquire practical skills even before graduation. Nevertheless, some distance of clinics from employers' practice bases and sites does not allow full benefit of clinical training. Purpose: to examine possible mechanisms for interaction between legal clinics and governmental bodies, primarily courts. Methods: the national and world experience of legal clinics is studied, the level of legislative regulation of their activities and the degree of their involvement in national systems of free legal aid are determined by applying comparative legal, specific legal methods, analysis and synthesis. Results: the author substantiates that the program of clinics should include measures to provide free legal assistance to the public at employers' venues. The opinion is expressed that such work can contribute to the involvement of students in the practice of judicial representation of clients' interests, as the most professional element of free legal aid. The article identifies possible ethical and organizational problems that may arise in the implementation of such interaction, and suggests ways to overcome them on the example of the activities of the legal clinic of the Novgorod State University.

Automating Administrative Systems in a Law School Teaching Clinic: Designing a Computer System to Process Case and Time Data for Management and Research

1981 ◽  
Vol 6 (4) ◽  
pp. 1113-1149
Author(s):  
Ronald W. Staudt ◽  
James A. Sprowl
Keyword(s):  
Clinical Education ◽  
Data Gathering ◽  
Law School ◽  
Automated System ◽  
Data Systems ◽  
Time Data ◽  
Clinical Teachers ◽  
School Teaching ◽  
Teachers And Students

The authors describe the design and installation of a computerized administration system in a law school clinic. The automated system gathers, maintains, and reports data about the cases and the activities of clinical teachers and students. It is found that automated case and time data systems can improve the quality of client service and education and simultaneously support empirical research. The authors propose that a national coding protocol for computer management systems be established to facilitate uniform data gathering about clinical education.

scholarly journals A Model for Interdisciplinary Clinical Education: Medical and Legal Professionals Learning and Working Together to Promote Public Health

2014 ◽  
Vol 18 ◽  
pp. 149 ◽  
Author(s):  
Lisa Bliss ◽  
Sylvia Caley ◽  
Robert Pettignano
Keyword(s):  
Problem Solving ◽  
Clinical Education ◽  
Law School ◽  
Interdisciplinary Training ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
College Of Law ◽  
Georgia State University ◽  
The Law ◽  
Problem Solvers

<p>Interdisciplinary training for professionals is becoming more common in higher education. Educators are beginning to understand the benefit of jointly training students in complex and interrelated skills that improve and complement the primary skills needed to succeed in a particular profession. Legal educators have recognized the value of encouraging flexible, collaborative thinkers who become better problem-solvers through interdisciplinary learning. Many of these are also coming to realize the importance of interdisciplinary training as a component of readiness for professional practice. For many law students, law school clinics are the first opportunity they have to learn legal skills and to engage in problem-solving for real clients. This experiential learning opportunity is often powerful and transformative, and can imprint skills, values, and practice habits that stay with students throughout their professional careers. Incorporating interdisciplinary learning opportunities into the law school clinic experience affords opportunities for co-learning, holistic problem-solving, and community building during young professionals’ formative years. Learning to be a lawyer in the context of an interdisciplinary law school clinic combines the experience of working with real clients and academic inquiry into the nature of the lawyering process itself and the ethical and fundamental practices of other professionals. Clinics serve as incubators for professional development. They provide opportunities for reflection on the practice of law, professionalism, social justice, and countless skills that help ready students for the profession of law. The HeLP Legal Services Clinic at Georgia State University College of Law aims to create an interdisciplinary dimension to such practice and inquiry, and thus influence the way in which the professional students from the law and medicine disciplines work together as learners and future professionals.</p>

scholarly journals Meeting the Required Reforms in Legal Education in Nigeria: Clinical Legal Education – Ten Years After

2014 ◽  
Vol 20 (2) ◽  
pp. 603
Author(s):  
Charles Olufemi Adekoya
Keyword(s):  
Clinical Education ◽  
Core Competence ◽  
Legal Education ◽  
Law School ◽  
University Education ◽  
Education Systems ◽  
The Core ◽  
The World ◽  
The Core Competence

<p>In many parts of the world, including Nigeria, legal education systems have been severely criticized both by stakeholders and consumers for being deficient in many respects in preparing “future lawyers, with many failing to provide the core competence necessary to practice law after a university education.” A global review has indicated that legal education systems are generally inadequate and needs to be improved upon. Also, a series of discussions at both international and regional levels have emphasized the need for transition in legal training in order to enhance its effectiveness. Legal education systems around the world have been under surveillance for failing to produce students who possess problem solving abilities, and the skills and values required<br />for the profession. In Nigeria, as it is in other jurisdictions, criticisms against legal education by stakeholders and consumers are severe, focusing on the quality of training, which is regarded as inadequate.</p><p>For these and other reasons, critics have called for reforms in legal education in Nigeria.</p><p>Based on the above, this paper attempts to examine the legal education deficits in Nigeria requiring reforms, and how clinical legal education (hereinafter called “CLE”) introduced in Nigeria in 2003, ten years ago, best meets the required reforms, the challenges confronting the practice and institutionalization of clinical education, towards the objective of having a legal education which inculcates knowledge, skills and values, and is more practice oriented. This paper is divided into  five parts, Part II examines the introduction in Nigeria; Part III discusses the capability of CLE to meet the required reforms in legal education in Nigeria; Part IV examines the achievements, and challenges confronting the practice, mainstreaming and institutionalization of CLE in law faculties and the law school, and an evaluation of CLE; while Part V captures the conclusion and recommendations.</p>

scholarly journals Transnational law as a framework for law clinics

2021 ◽  
Author(s):  
Sital Kalantry ◽  
Rachael Hancock
Keyword(s):  
New York ◽  
Online Education ◽  
Clinical Education ◽  
Learning Experience ◽  
New York State ◽  
Legal Education ◽  
Law School ◽  
Clinical Experiences ◽  
Fact Finding ◽  
Learning Institutions

AbstractAs the law becomes increasingly globalised and online education is increasingly emphasised, clinical legal education presents new opportunities for transnational collaboration. With more law schools introducing global clinical experiences into their curriculum, clinicians, students, clients, and practitioners are facing a host of new questions, challenges, and obstacles. These challenges are practical, logistical, ethical, and cultural. As research has found, finding a means of addressing these issues in ways that advance social justice has proven difficult. Striking a balance between client service and student learning, navigating relationships between different learning institutions, and setting ambitious but attainable goals are important elements of any clinic, but become increasingly vital for the success of a transnational clinical programme. Despite these obstacles and foundational questions, we argue that transnational clinical education presents benefits to all parties involved. This article assesses the methods, strengths, weaknesses, and outcomes of a collaboration between Cornell Law School’s Human Rights Clinic and National Law University (NLU), Delhi, that took place in 2017. This clinic focused on advocacy in favour of lifting bans on compensated surrogacy in both India and New York, culminating in two reports, an event at the United Nations, and testimony before the New York State Assembly. Twelve students from Cornell Law School and eight students from NLU, Delhi met weekly in a ‘global classroom’ equipped with video and chat functions to discuss the goals of the clinic, background readings, and their respective projects within the clinic. Eight students from Ithaca travelled to Delhi for eight days, conducting interviews and engaging in fact-finding with NLU, Delhi students. Together, students and clinicians from Cornell Law School and NLU, Delhi authored two reports, one focused on the U.S., and one focused on India, which were disseminated to each country’s governments. Our reflections on this programme are meant to serve as a learning experience for other clinicians considering implementing a transnational clinical legal education opportunity.

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