A blog exploring all aspects of law and legal education — the future of the legal profession, access to justice, diversity and inclusion, testing and assessment, law and technology, and more.
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Victor D. Quintanilla, professor at the Indiana University Maurer School of Law, believes belonging is built, not found, and students and schools can work in tandem to build a solid foundation.
By Meera Deo
Schools should recognize the direct relation between a student's sense of belonging and their academic outcomes.
Schools should recognize the direct relation between a student's sense of belonging and their academic outcomes.
Susannah Pollvogt describes the importance of learning outcomes for law schools.
Improving skills instruction at your law school requires a review of what is, and is not, being taught in your current curriculum.
Alexus Johnson knew she had a purpose as she embarked on a path to a law degree, and while beating what many would consider to be insurmountable odds, it’s that purpose that continues to fuel her journey.
How can law schools engage faculty members in their NextGen Bar Exam preparation efforts?
How can law schools get faculty talking about NextGen readiness?
In a previous blog, Susannah Pollvogt addressed the importance of assessing students’ current readiness for NextGen-style question types. But how can you develop such an assessment tool?
Academic support and bar passage are growing fields in legal education, focused on equipping students with the academic and analytical skills necessary to perform their best in law school, on the bar exam, and in practice. Will the NextGen Bar Exam elevate the work of these professionals?
How is the NextGen Bar Exam different from the current Uniform Bar Exam, and how can law schools assess students' readiness for the NextGen exam?
