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Deans & Legal Education
A Selected Bibliography
Jeffrey A. Brauch, The Student-Faculty Retreat, 35 U. Tol. L. Rev. 23 (2003).
The author briefly discusses the success of Regent University’s Faculty-Student retreat that focused on the law school’s mission – to mentor students on how to bring a Christian perspective to how they live and practice law.
Jeffrey A. Brauch, The Law School Special Event: Lessons Learned in Our Twentieth Year, 38 U. Tol. L. Rev. 507 (2007).
The author recounts how event planning for the twentieth anniversary of Regent Law School played a key roll in celebrating both the anniversary and “taught us…about the place special events [play] in the life of the law school.”
Edwin J. Butterfoss, Part-time Legal Education: It’s Not Your Parents’ Old Oldsmobile, 35 U. Tol. L. Rev. 25 (2003).
The author discusses Hamline University Law School experiences implementing a weekend part-time program.
Phillip J. Closius, The Incredible Shrinking Law Library, 31 U. Tol. L. Rev. 581 (2000).
This article examines the University of Toledo Law School’s decision to reduce its enrollment and the impact of that decision on the school.
Andrew M. Coats, So You Want to Build a Building: Some Helpful Hints for Those Deans Who May Develop an “Edifice Complex”, 34 U. Tol. L. Rev. 31 (2002).
The author describes his experiences building a new law school building, as a warning to the unwary of the major pitfalls of the building process.
Mary Crossley & Lu-in Wang, Learning by Doing: An Experiment with Outcomes Assessment, 41 U. Tol. L. Rev. 269 (2010).
The authors describe their experience with developing a system for assessing the learning outcomes of students at the University of Pittsburgh and offer six lessons they learned from the process.
Stephen M. Griffin, The Last Hierarchy: Confronting the Tenure Process as Vice Dean, 73 UMKC L. Rev. 289 (2004).
The former Vice Dean of Tulane Law School discusses the informal mentoring program he set up for new tenure-track faculty.
Lisa A. Kloppenberg & Lori E. Shaw, Pro Bono: Assessing Aims and Achievement, 40 U. Tol. L. Rev. 357 (2009).
The authors present five questions for assessing law school pro bono programs, drawing on their own experiences at the University of Dayton School of Law.
Earl Martin & Gerald Hess, Developing a Skill and Professionalism Curriculum – Process and Product, 41 U. Tol. L. Rev. 327 (2010).
This article offers a model for responding to the challenges of revising the law school curriculum so that it effectively prepares students for the profession by equipping them with real world lawyering skills. It briefly reviews the strengths and weaknesses of traditional legal education and the various reports recommending. It focuses on the review process at Gonzaga that lead to the new curriculum and discusses the role of various law school constituencies in the curriculum review process.
Philip J. McConnaughay, Contending with a Merger, 35 U. Tol. L. Rev. 139 (2003).
The author describes his experience merging Dickinson Law School into Pennsylvania State University.
Karen H. Rothenberg, Recalibrating the Moral Compass: Expanding Thinking Like a Lawyer into Thinking Like a Leader, 40 U. Tol. L. Rev. 411 (2009).
The author discusses the need to teach professionalism and leadership to law students in order to reverse the drift of the legal profession away from its core values of the pursuit of justice, ethical representation of clients, and civic and community leadership. She describes the LEAD program at the University of Maryland Law School that teaches leadership, ethics, and democracy building.
Clinton W. Shinn, Lessening the Stress of the 1L Year: Implementing an Alternative to Traditional Grading, 41 U. Tol. L. Rev. 355 (2010).
This article discusses Appalachian School of Law’s implementation of its new first year grading scheme, designed to minimize competition and mitigate stress among first year students. The article also explores ASL’s mission to provide access to legal education to students who may not otherwise have the opportunity to attend law school and the programs the school has implemented to ensure that its students success academically and professionally.
Leon Trakman, Building the Dream: Getting New Structure for Old Faculties, 38 U. Tol. L. Rev. 633 (2007).
In this essay University of New South Wales, Sydney, Australia Dean Leon Trakman, presents his experience in initiating a campaign for a new custom-designed law building directly after his appointment as Dean of the Faculty of Law. The purpose is to provide ideas and tips (and warn of tricks and traps) for deans who are contemplating significant infrastructure programs.
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