DOCSLIB.ORG

Organizational Change in the Legal Education Environment: Institutional and Individual Responses to Times of Crisis

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Organizational Change in the Legal Education Environment: Institutional and Individual Responses to Times of Crisis University of New England DUNE: DigitalUNE All Theses And Dissertations Theses and Dissertations 5-2021 Organizational Change In The Legal Education Environment: Institutional And Individual Responses To Times Of Crisis Mary E. Wilson University of New England Follow this and additional works at: https://dune.une.edu/theses Part of the Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, and the Higher Education Commons © 2021 Mary E. Wilson Preferred Citation Wilson, Mary E., "Organizational Change In The Legal Education Environment: Institutional And Individual Responses To Times Of Crisis" (2021). All Theses And Dissertations. 376. https://dune.une.edu/theses/376 This Dissertation is brought to you for free and open access by the Theses and Dissertations at DUNE: DigitalUNE. It has been accepted for inclusion in All Theses And Dissertations by an authorized administrator of DUNE: DigitalUNE. For more information, please contact [email protected]. ORGANIZATIONAL CHANGE IN THE LEGAL EDUCATION ENVIRONMENT: INSTITUTIONAL AND INDIVIDUAL RESPONSES TO TIMES OF CRISIS By Mary E. Wilson Master of Science (Georgia State University) 2001 A DISSERTATION Presented to the Affiliated Faculty of The College of Graduate and Professional Studies at the University of New England Submitted in Partial Fulfillment of Requirements Fort the degree of Doctor of Education Portland & Biddeford, Maine May, 2021 Copyright by Mary E. Wilson 2021 ii Mary E. Wilson May 2021 Educational Leadership ORGANIZATIONAL CHANGE IN THE LEGAL EDUCATION ENVIRONMENT: INSTITUTIONAL AND INDIVIDUAL RESPONSES TO TIMES OF CRISIS Abstract The Great Recession of 2008 brought great upheaval to many aspects of the American economy. At first law schools saw an increase in applications and enrollment as individuals sought an education that would lead to employment. Within a few years, however, the job market for new lawyers deteriorated. By 2010-2011, the number of applications to law schools plummeted, as did the enrollment numbers. Since tuition is the life blood of law schools, the field of legal education was faced with an unprecedented crisis. This researcher collected and reviewed publicly available data to examine the changes that occurred in law schools following the economic downturn. Interviews with faculty who had experienced the institutional changes portrayed the personal or internal changes that occurred as a result. Findings suggest that higher-ranked (Tier 1 and Tier 2) schools generally had different outcomes than lower-ranked (Tier 3 and Tier 4) schools following the enrollment crisis. The first section addressed structural changes, the second section addressed programmatic changes, and the third section reported on faculty in the Tier 3 and Tier 4 schools expressed feelings of grief and loss regarding their experiences during this period of crisis. iii The future loss of accreditation that may occur in some law schools will be a source of additional study of institutional and personal grief and loss issues that schools and faculty members experience as a result of that loss. Keywords: Legal Education, Organization Change, Grief, Loss. iv University of New England Doctor of Education Educational Leadership This dissertation was presented by Mary E. Wilson It was presented on May 17, 2021 and approved by: Michelle Collay, Ph.D Lead Advisor University of New England Brianna Parsons, Ed.D. Secondary Advisor University of New England William D. Matthews, J.D. Affiliate Committee Member Duke University School of Law v ACKNOWLEDGMENTS I would like to thank my dissertation committee, Dr. Michelle Collay, Dr. Brianna Parsons and Mr. William D. Matthews for their support during this process. I am very thankful and grateful to Dr. Michelle Collay. Her assistance, guidance, direction and encouragement made it possible to develop and complete my dissertation process. I am very thankful and appreciative for Dr. Brianna Parsons’s vital support and her assistance and motivation to complete the deadlines. I am very thankful and appreciative of Mr. William Matthews for his guidance, direction and encouragement for this dissertation. I would like to thank everyone whose assistance helped me finish this dissertation. Thank you to the participants who volunteered to participate in interviews! I would also like to thank my family for their continued support for over the last several years of completing this doctorate. Thank you, Mary Wilson vi TABLE OF CONTENTS CHAPTER ONE INTRODUCTION…..………………………………………………………….1 Dilemmas Faced By Law Schools ……………………………….…………………….3 The Enactment of ABA Standards…………………………………………….………..4 Statement of the Problem………………………………………………………………7 Setting………………………………………………………………………………….9 Purpose of the Study………………………………………………………………….11 Research Questions…………………………………………………………………...11 Conceptual Framework………………………………………………………………..11 Institutional Change…………………………………………………………….12 Individual Change………………………………………………………………12 Assumptions, Limitations, and Scope…..…………………………………………….16 Institutional Change…………………………………………………………….16 Individual Change………………………………………………………………16 Significance of Study………………………………………………………………...17 Definition of Terms……………………………………….………………………….18 Conclusion…………………………………………………………………………...19 CHAPTER TWO REVIEW OF THE LITERATURE …………………………………………20 Accreditation…………………………….……………………………………………20 Assessments of Law Schools and Leadership Prior to the Enrollment Crisis…….….23 Crisis in Law Schools and Accreditation Changes………………………………..…26 Reforms and Responses to the Crisis in Enrollment…………………………………30 Leadership……………………………………………………………………………32 vii Conceptual Framework……………………………………………………………….36 Organizational Change and the Effect on Employees…………………………..36 Institutional Change…………………………………………………………….37 Individual Change………………………………………………………………37 Summary……..…..………………………..…………………………………………38 CHAPTER THREE METHODOLOGY…………………………………..…………………….40 Selection Criteria for Institutions…………………………………………………....41 Institutional Settings………………………………………………………………...42 Selection Criteria for Individuals……………………………………………………43 Participant Rights……………………………………………………………………44 Data………………………………………………………………………….………46 Institutional Data……….……………………………………………………….46 Individual Data……………………………………………………….…………46 Analysis………………………………………………………………………..…….47 Analysis of Data for Institutions……..………………………………………….47 Analysis of Data for Individuals………………………..………………………47 Limitations of the Study…………………………………………..…………………48 Conclusion………………………………………………………………….………..49 CHAPTER FOUR RESULTS ………………………………………………..…………………50 Setting……………………………………………………………………………….50 Results for Institutions……………………………………………….……………...51 Bar Passage Rates……………….….……………………………………………51 Student to Faculty Ratio…………..……….………………………….………….52 viii Information Regarding Students for the Twelve Schools in the Sample……..….53 Number of Applicants, Number of Admissions Offers, and Enrollment Data..…54 New Enrollees’ Scores on Law School Admission Test (LSAT)………..………55 Overview of Enrollment Data and LSAT Score Data……………………..……..59 GPA Data……………………………………………………………..………..…61 Bar Passage Rate Data………………………….………………….……………..62 Information Regarding Faculty for the Twelve Schools in the Sample……….…63 Data Regarding Full-Time Faculty, Part-Time Faculty, and Librarians………....64 Student-to-Faculty Ratios..………………………………………………….……66 Summary of Data Regarding Student Changes and Faculty Changes.……………………...68 Curriculum Changes……………………..……………………….…………………………69 More Emphasis on Experiential Coursework………….…………………………74 Collaboration With Law Firms…………………..…….…………………………76 Courses Taught After First-Year Courses…………………….……….…………78 Difficulties With Innovative Approaches to Legal Education……….…….…….78 Mission Statements and Curriculum………………………..……………………79 Summary of Curriculum Changes…………..………….……………………….……………85 Results for Individuals (Interview Data)..……………………..……………………………..85 Brief Review of Methodology………..………………………………….………86 Feelings Regarding Depression……………..……………………….……..……87 Feelings Regarding Anger……………………….….…………..…….…………87 Feelings Regarding Acceptance………………………,,……..……....…………88 Feelings Regarding Denial……………………………….……..…….…………88 ix Summary of Findings Regarding Psychological Responses by Individuals……....................89 Summary of the Chapter…………………………………………..…………………………89 CHAPTER FIVE CONCLUSION ………………………………………………………………91 Findings Regarding Research Questions…………..……………………..………….…92 Limitations…………………………………………………………..………………….98 Implications…………………………………………………………………..…...……99 Recommendations for Action ………………………………………..…………...…..100 Recommendations for Further Study……………………………………...……..……100 Conclusion ……………………………………………………………………..….….102 REFERENCES ………………………………………..……………………………….……....103 APPENDIX A …………..……………………………………………….………………....114 APPENDIX B ……………………………………………………………...……………....123 APPENDIX C ………………………………………………………………………...……126 APPENDIX D …………………………………………………………...……………....…132 APPENDIX E……..……………………………...…………………………………..…….150 x LIST OF TABLES Table 4.1 Student-to-Faculty Ratio by Years for All Law Schools………………….…………..52 Table 4.2 Law School Admissions Changes between 2011 and 2018……………………..……54 Table 4.3 Changes in First-Year Enrollment and Changes to the LSAT Score at the 25th Percentile from 2010 to 2013…… ……………………………………………………………60 Table 4.4 Bar Pass Rate Changes between 2011 and 2018…………………………………..….62 Table 4.5 Law School Faculty Changes between 2011 and 2018……………….………………64 Table 4.6 Changes in Student to Faculty Ratio between 2011 and 2018………………………..67 xi LIST OF FIGURES Figure 1: Law
Load more

Recommended publications
  • 2021 ~ 2022 Vermont Law School's Better Community Statement
    STUDENT HANDBOOK 2021 ~ 2022 VERMONT LAW SCHOOL'S BETTER COMMUNITY STATEMENT As members of the Vermont Law School (VLS) community, we choose to be a part of an academic community that is dedicated to principles that foster integrity, civility, and justice. As citizens of a broad and pluralist society, we encourage those of all cultures, orientations, and backgrounds to educate and respect one another in a safe environment. • We respect the dignity of all persons and assume the best about them. • We challenge and reject all forms of bigotry while striving to learn from each other's differences. • We celebrate our differences while appreciating our similarities. • We value an inclusive environment that is accepting of each other's physical, cognitive, social, and professional differences. • We respect the rights of each and every member of the com- munity, regardless of race, ethnicity, national origin, religion, age, gender, sexual orientation or lifestyle, medical condition, or socio-economic status. • We realize that our common interests exceed our individual differences. As members of the Vermont Law School community, we affirm our rights to freedom of expression and association, and the belief that they must be exercised responsibly. The spirit of building a better community is best served when the ideals of integrity, civility, and justice are expressed and debated with tolerance, understanding, appreciation, and good will. While every effort has been made to ensure the accuracy of the information contained herein, Vermont Law School reserves the right to make any changes at any time without prior notice. Notification of changes and additions will be posted on the official bulletin board in Oakes Hall and may also be distributed by campus mail, by the email system, by posting to the online Policies webpages, and by posting to the online Handbook.
    [Show full text]
  • Educationusa LLM Tour Europe Guide for Fair Attendees
    EducationUSA LLM Tour Europe Guide for Fair Attendees November 1-14 Amsterdam Brussels Paris Oslo Vienna Zagreb Dublin Your Official Source on U.S. Higher Education EducationUSA.state.gov Universities Amsterdam Brussels Paris Oslo Vienna Zagreb Dublin Represented at the Fairs Nov 1 Nov 3 Nov 5 Nov 7 Nov 9 Nov 11 Nov 14 American University X X X X X Washington College of Law Brooklyn Law School X X Cardozo School of Law X X X X Cornell University Law School X Drexel University (Thomas R.) X X X X X X X Kline School of Law Duke Law School X X X X X Emory University School of X X Law Fletcher School of Law and X X X X Diplomacy, Tufts University Indiana University Maurer X X X X X X X School of Law Loyola Law School, Los X X X X X X X Angeles Loyola University Chicago X X X X X School of Law New York University School X X X X of Law Northeastern University X X X School of Law Pepperdine University School X X X X X X X of Law Suffolk University Law School X X The George Washington X X X X X X University Law School UCLA School of Law X X X X X X X UNC School of Law X (University of North Carolina at Chapel Hill) University of California X Hastings College of the Law University of California, X X X X Berkeley School of Law University of Georgia School X X of Law University of Miami School X X X X X X X of Law University of Minnesota Law X X X School University of Texas School of X X X X Law University of Virginia School X X X X X X X of Law USC Gould School of Law X X X X X X X Vanderbilt Law School X X X X X Wake Forest University School X
    [Show full text]
  • 2017-2018 Academic Catalog
    2017-2018 ACADEMIC CATALOG Table of Contents HISTORY AND MISSION...................................................................................................................................... 1 ACCREDITATIONS, APPROVALS, & MEMBERSHIPS ................................................................................. 2 ACADEMIC REGULATIONS ............................................................................................................................... 3 I. INTRODUCTION ............................................................................................................................................. 4 A. GENERAL ......................................................................................................................................................... 4 B. NOTICE.............................................................................................................................................................. 4 C. AMENDMENT .................................................................................................................................................. 4 II. GENERAL PROVISIONS .............................................................................................................................. 4 A. ATTENDANCE ................................................................................................................................................. 5 B. COURSE ENROLLMENT ................................................................................................................................
    [Show full text]
  • BYRON G. STIER Associate Dean for Strategic Initiatives and Professor Of
    BYRON G. STIER Associate Dean for Strategic Initiatives and Professor of Law Southwestern Law School 3050 Wilshire Boulevard Los Angeles, California 90010 (tel.) (213) 738-6809 [email protected] EDUCATION HARVARD LAW SCHOOL, Cambridge, Massachusetts J.D., June 1996. Senior Editor, Harvard Journal of Law and Public Policy TEMPLE UNIVERSITY SCHOOL OF LAW, Philadelphia, Pennsylvania LL.M., May 2005. Abraham L. Freedman Teaching Fellowship Program UNIVERSITY OF PENNSYLVANIA, Philadelphia, Pennsylvania B.A., in English, with minors in History and Music, May 1993. Honors: summa cum laude; Phi Beta Kappa; Dean's Scholar (one of 20 students selected for outstanding scholarly achievement and intellectual promise from nearly 10,000 undergraduate and graduate students in the School of Arts and Sciences); Benjamin Franklin Scholar (curricular honors program); H.L. Jayne English Composition Prize (best essay by a first-year student); Dean’s List; President & Treasurer, John Marshall Pre- Law Honor Society ACADEMIC APPOINTMENTS SOUTHWESTERN LAW SCHOOL, Los Angeles, California Associate Dean for Strategic Initiatives, 2016 to present • Led establishment of the Panish Civil Justice Program, including design of, and faculty review and approval for, a J.D. Concentration in Civil Litigation and Advocacy. • Led faculty review, revision, and approval of J.D. Concentration in Technology Law and Entrepreneurship, Southwestern’s first J.D. curricular concentration; and design of, and faculty review and approval for, Mobile App Challenge course. • Led faculty drafting, review, and approval of Southwestern’s Performance Criteria for J.D. Learning Outcomes. • Supervised administration of, and joint events and presentations for, JD/MBA program with Drucker School of Management, Claremont Graduate University; Certificate in Bioscience Industry Law and Practice with the Keck Graduate Institute; and opportunities for interdisciplinary study in public policy with the Pardee RAND Graduate School.
    [Show full text]
  • Organizational Alliances by U.S. Law Schools
    Fordham Law Review Volume 80 Issue 6 Article 11 June 2012 Organizational Alliances by U.S. Law Schools Elizabeth Chambliss Follow this and additional works at: https://ir.lawnet.fordham.edu/flr Part of the Law Commons Recommended Citation Elizabeth Chambliss, Organizational Alliances by U.S. Law Schools, 80 Fordham L. Rev. 2615 (2012). Available at: https://ir.lawnet.fordham.edu/flr/vol80/iss6/11 This Symposium is brought to you for free and open access by FLASH: The Fordham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Law Review by an authorized editor of FLASH: The Fordham Law Archive of Scholarship and History. For more information, please contact [email protected]. ORGANIZATIONAL ALLIANCES BY U.S. LAW SCHOOLS Elizabeth Chambliss* INTRODUCTION U.S. law schools increasingly are forming organizational alliances with other training providers, such as foreign law schools,1 business schools,2 large law firms,3 and other employers,4 in the interests of market expansion and/or consolidation. This trend is most pronounced among the most highly-ranked law schools as they develop tailored and accelerated programs for global business lawyers;5 however, cost pressures coupled * Professor of Law, New York Law School. Thanks to Rick Abel, Swethaa Ballakrishnen, David Johnson, Frank Munger, Becky Roiphe, Carole Silver, Laurel S. Terry, David Trubek, Louise Trubek, and David Wilkins for their very helpful comments on this Article, and to Michael Roffer for his library magic. 1. See John Flood, Legal Education in the Global Context, REP. LEGAL SERVS. BOARD 20 (Oct. 12, 2011), http://www.legalservicesboard.org.uk/news_publications/latest_news/ pdf/lsb_legal_education_report_flood.pdf (discussing joint ventures between U.S.
    [Show full text]
  • Organizational Alliances by U.S. Schools Elizabeth Chambliss University of South Carolina - Columbia, [email protected]
    University of South Carolina Scholar Commons Faculty Publications Law School 5-2012 Organizational Alliances by U.S. Schools Elizabeth Chambliss University of South Carolina - Columbia, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/law_facpub Part of the Legal Profession Commons, and the Legal Writing and Research Commons Recommended Citation Chambliss, Elizabeth, Organizational Alliances by U.S. Schools. 80 Fordham L. Rev. 2615 (2012). This Article is brought to you by the Law School at Scholar Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. ORGANIZATIONAL ALLIANCES BY U.S. LAW SCHOOLS Elizabeth Chambliss* INTRODUCTION U.S. law schools increasingly are forming organizational alliances with other training providers, such as foreign law schools,1 business schools,2 large law firms,3 and other employers,4 in the interests of market expansion and/or consolidation. This trend is most pronounced among the most highly-ranked law schools as they develop tailored and accelerated programs for global business lawyers;5 however, cost pressures coupled * Professor of Law, New York Law School. Thanks to Rick Abel, Swethaa Ballakrishnen, David Johnson, Frank Munger, Becky Roiphe, Carole Silver, Laurel S. Terry, David Trubek, Louise Trubek, and David Wilkins for their very helpful comments on this Article, and to Michael Roffer for his library magic. 1. See John Flood, Legal Education in the Global Context, REP. LEGAL SERVS. BOARD 20 (Oct. 12, 2011), http://www.legalservicesboard.org.uk/news_publications/latest_news/ pdf/lsb_legal_education_report_flood.pdf (discussing joint ventures between U.S.
    [Show full text]
  • Organizational Alliances by U.S. Law Schools
    ORGANIZATIONAL ALLIANCES BY U.S. LAW SCHOOLS Elizabeth Chambliss* INTRODUCTION U.S. law schools increasingly are forming organizational alliances with other training providers, such as foreign law schools,1 business schools,2 large law firms,3 and other employers,4 in the interests of market expansion and/or consolidation. This trend is most pronounced among the most highly-ranked law schools as they develop tailored and accelerated programs for global business lawyers;5 however, cost pressures coupled * Professor of Law, New York Law School. Thanks to Rick Abel, Swethaa Ballakrishnen, David Johnson, Frank Munger, Becky Roiphe, Carole Silver, Laurel S. Terry, David Trubek, Louise Trubek, and David Wilkins for their very helpful comments on this Article, and to Michael Roffer for his library magic. 1. See John Flood, Legal Education in the Global Context, REP. LEGAL SERVS. BOARD 20 (Oct. 12, 2011), http://www.legalservicesboard.org.uk/news_publications/latest_news/ pdf/lsb_legal_education_report_flood.pdf (discussing joint ventures between U.S. and Canadian law schools); Rui Guo, About, GLOBAL LEGAL EDUC. F. (Sept. 8, 2011), http://blogs.law.harvard.edu/glef/about/ (discussing developments in “global legal education”); Karen Sloan, New Hampshire Law School Collaborating with Chinese School, NAT’L L.J. (Feb. 1, 2011), http://www.law.com/jsp/nlj/PubArticleNLJ.jsp?id= 1202480031861 (discussing collaborative initiatives by U.S. law schools in China and India). 2. See Adam Palin, Law and Business: A Marriage of Convenience, FIN. TIMES (Nov. 25, 2011), http://www.ft.com/intl/cms/s/2/866327a0-1641-11e1-a691-00144feabdc0.html# axzz1igbcyJnH (discussing increasing collaboration between law and business schools in the United States, United Kingdom, and Europe).
    [Show full text]
  • Academic Catalog 2021-2022 2021-08-23 1 President’S Message Welcome to Thiel College! Use This Guide to Navigate the Exciting Journey Before You
    Academic Catalog 2021-2022 Catalog 2021-2022 Greenville, Pennsylvania 16125 724-589-2000 Every effort has been made to ensure the accuracy of the information presented in this College Catalog or on the Website. However, all courses, course descriptions, materials, schedule, sequences of courses in programs, instructor designations, curricular degree requirements, methods of instruction, locations of instruction and fees described here are subject to change or elimination without notice. This information is provided solely for the convenience of the reader and does not constitute or create a contract between prospective or current students and Thiel College. Students should consult the appropriate academic department for current information, as well as for any special or temporary rule or requirements imposed by the academic department. This catalog is update annually. NOTICE OF NONDISCRIMINATION POLICY Thiel College does not discriminate on the basis of race, color, gender, sexual orientation, religious belief, national origin, ethnicity, veteran status, age or disability as those terms are defined under applicable law. This policy of nondiscrimination applies in connection with admission to and participation in all programs and activities sponsored by Thiel College and to all employment practices of Thiel College. Inquiries concerning compliance with this policy should be addressed to: Jennifer Clark, Director of Human Resources Thiel College, Greenville, PA 16125 724-589-2150 Academic Catalog 2021-2022 2021-08-23 1 President’s Message Welcome to Thiel College! Use this guide to navigate the exciting journey before you. Since its founding in 1866, Thiel College has been committed to providing high- quality educational experiences for students. The Academic Catalog helps you navigate your educational journey and reach your full potential at Thiel College.
    [Show full text]
  • G. MICHAEL FENNER, JD a Beloved Professor Retires FA L L 2 0 1 9
    FA L L 2 0 1 9 G. MICHAEL FENNER, JD A Beloved Professor Retires FA L L 2 0 1 9 Tomorrow’s Witnesses As the number of Holocaust survivors dwindles, the School of Law and the Jewish Federation of Omaha are turning to students in the From Nuremberg to The Hague summer program to become the next generation of 20 witnesses. A Law Degree Opens Doors to All Kinds of Careers While most students who attend law school plan on practicing law as attorneys, some plan 14 to use a law degree in a A Beloved Professor Retires different way. Meet four In 1972, 28-year-old G. Michael Fenner, JD, joined the faculty at the Creighton law graduates School of Law. After 47 years of teaching and serving under eight who have pursued a deans, Fenner retired in May, leaving a legacy of forming attorneys different path. instilled with a Jesuit-inspired mission to make life better for the people they serve. 22 Lawyer News Alumni News Student’s Legal Paper Turns into Nebraska Bill .................................... 4 Mu Named Top 10 California Immigration Attorney .............................. 26 Associate Registrar Retires ...................................................................... 5 Alumni Notes ........................................................................................... 27 Nebraska Supreme Court at Creighton ................................................... 5 A Proud Moment ..................................................................................... 27 McGrath North Continues the Connection ............................................
    [Show full text]
  • ABA's Task Force on the Financing of Legal Education
    AMERICAN BAR ASSOCIATION TASK FORCE ON THE FINANCING OF LEGAL EDUCATION REPORT I. The Task Force and Its Charge This is a critical time for legal education as schools face declining enrollments and revenues, and their students face increasing tuition and debt along with a job market that has seen only modest recovery. James Silkenat, then President of the American Bar Association (ABA), charged the ABA’s Task Force on the Financing of Legal Education with addressing these timely and important issues, and its work has been encouraged and supported by his successor as ABA President -- William Hubbard. The Task Force undertook this work with an acute awareness of the significance of the legal profession to individual clients as well as to the larger society.1 The Task Force on the Financing of Legal Education has now completed its work, which this report sets out. It is important to state that the views expressed in this report have not been approved by the ABA House of Delegates and, accordingly, should not be construed as representing policy of the American Bar Association. Dennis W. Archer, a former president of the American Bar Association, chaired the Task Force on the Financing of Legal Education and was joined by fourteen distinguished members, including lawyers, deans, young lawyers, and others active in business and consulting related to financing legal education. The Task Force’s roster is attached as an appendix to this report (Appendix A). Dr. Stephen Daniels, Senior Research Professor at the American Bar Foundation, served as Consultant to the Task Force. Barry Currier, Managing Director of Accreditation and Legal Education at the ABA, provided staff support.
    [Show full text]
  • 2016-2017 Academic Catalog
    2016-2017 ACADEMIC CATALOG 1 Table of Contents 1. AN OVERVIEW OF VERMONT LAW SCHOOL ..............................................................................................1 2. ACCREDITATIONS, APPROVALS, MEMBERSHIPS ........................................................................................2 3. ACADEMIC REGULATIONS ........................................................................................................................3 I. INTRODUCTION.........................................................................................................................................3 A. GENERAL ............................................................................................................................................................. 3 B. NOTICE ................................................................................................................................................................ 3 C. AMENDMENT ...................................................................................................................................................... 3 II. GENERAL PROVISIONS ..............................................................................................................................3 A. ATTENDANCE ...................................................................................................................................................... 4 B. COURSE ENROLLMENT .......................................................................................................................................
    [Show full text]
  • Developing Legal Careers and Delivering Justice in the 21St Century TABLE of CONTENTS PAGE
    TABLE OF CONTENTS PAGE Introduction and Acknowledgments ......................................................................... i Executive Summary ................................................................................................ 1 A. Our Changing Profession ................................................................... 5 B. New Lawyer Training and Impediments to Innovation ....................... 7 C. A Renewed Focus on the Early Years of Practice and Ongoing Professional Development ............................................................... 10 D. Matching the Supply of Lawyers with Unmet Legal Needs .............. 11 E. Engaging the Profession .................................................................. 13 F. The New York Bar Exam ................................................................. 14 G. Ongoing Review of the Profession ................................................... 14 H. The Structure of this Report ............................................................. 15 I. New Lawyers Are Entering a Changing Professional Environment ............ 17 A. Setting the Stage: Employment, Salary, and Debt Statistics Demonstrate that Change Is Under Way ......................................... 17 B. Major Changes in the Practice of Law Impact New Lawyers’ Opportunities for Development at Larger Law Firms ....................... 21 C. The Changing Environment Also Affects Smaller Law Firms and Solo Practitioners ...................................................................... 26 D. Government
    [Show full text]