This
session is designed to offer clinicians a forum to discuss and evaluate their
roles in the “What” and “How” of the
new-normal curricula reform. The “What”
looks at existing models for reforms that bring experiential, skills-based
learning into the first year curriculum.
The “How” offers clinicians a forum to collaborate on how they might
effectuate curricula changes that could function as a springboard for further
reform, and the possibilities for faculty cooperation and integration in reform
efforts.
This
session will focus on three questions:
1. What are the possibilities for reform efforts
that introduce practice concerns into the early law school core curriculum?
2. How can clinical faculty assume leadership
roles in introducing experiential learning into the law school curriculum?
3. How can such curricular reform efforts promote
collaboration between clinical and doctrinal faculty?
The
presenters will begin by briefly describing existing models, with two reform
efforts as examples: (1) a one-week intensive Lawyering Lab for first-year
students team taught by clinicians and doctrinal faculty; and (2) a one-semester
“law firm” course taught by clinicians, doctrinal faculty and practicing
attorney adjunct faculty. Session
participants will use the “pair/share/square” methodology to discuss the
various options and new ideas for reform, how to effectuate reform at their
schools, and how to overcome obstacles to clinician and doctrinal faculty
cooperation in curricula reform.