Submissions from 2023
Law School in a Pandemic Ungrouped: How Online J.D. Experiences Varied Across Students, Tiffane Cochran, Sherrie Godette, and Gallup
Submissions from 2021
Accountability in Educational Dialogue on Attrition Rates: Understanding External Attrition Factors and Isolation in Online Law School, Amanda-Jane George, Alexandra McEwan, and Julie-Anne Tarr
Submissions from 2020
Coaching Versus Competency to Facilitate Professional Identity Formation, Adam P. Sawatsky, Brandon M. Huffman, and Frederic W. Hafferty
Submissions from 2019
Normalizing Struggle, Catherine Martin Christopher
Under Pressure: How Incorporating Time-Pressured Performance Tests Prepares Students for the Bar Exam and Practice, Sabrina DeFabritiis and Kathleen Elliott Vinson
Measuring Actual Learning Versus Feeling of Learning in Response to Being Actively Engaged in the Classroom, Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin
A Blueprint for Using Assessments to Achieve Learning Outcomes and Improve Students’ Learning, Rogelio A. Lasso
The Three Ages of Modern American Lawyering and the Current Crisis in the Legal Profession and Legal Education, Rachel F. Moran
Note-Taking Mode and Academic Performance in Two Law School Courses, Colleen P. Murphy, Christopher J. Ryan Jr., and Yajni Warnapala
Lighting the Fires of Learning in Law School: Implementing ABA Standard 314 by Incorporating Effective Formative Assessment Techniques Across the Curriculum, Julie Ross and Diana R. Donahoe
Say What?: A How-To Guide on Providing Formative Assessment to Law Students Through Live Critique, Amanda L. Sholtis
Submissions from 2018
Each Law Student Must Take Increasing Ownership Over Professional Development During Law School, Neil W. Hamilton and Jerome M. Organ
Bottled at the Source: Recapturing the Essence of Academic Support as a Primary Tool of Education Equity for Minority Law Students, Russell A. McClain
First-Generation Students in Law School: A Proven Success Model, Jacqueline M. O'Bryant and Katharine Traylor Schaffzin
Is There Sufficient Human Resource Capacity to Support Robust Professional Identity Formation Learning Outcomes?, Jerome M. Organ
Using Science to Build Better Learners: One School's Successful Efforts to Raise Its Bar Passage Rates in an Era of Decline, Louis N. Schulze Jr.
The Jury Is In: Law Schools Foster Students' Fixed Mindsets, Susan Shapcott, Sarah Davis, and Lane Hanson
Law School Assessment in the Context of Accreditation: Critical Questions, What We Know and Don't Know, and What We Should Do Next, Judith Welch Wegner
Submissions from 2017
Smarter Law Study Habits: An Empirical Analysis of Law Learning Strategies and Relationship with Law GPA, Jennifer M. Cooper and Regan A. R. Gurung
Helicopter Professors, Emily Grant
Getting Up to Speed: Understanding the Connection between Learning Outcomes and Assessments in a Doctrinal Course, Joni Larson
The Impact of Individualized Feedback on Law Student Performance, Daniel Schwarcz and Dion Farganis
Spaced Repetition: A Method for Learning More Law in Less Time, Gabriel H. Teninbaum
Submissions from 2016
Smarter Law Learning: Using Cognitive Science to Maximize Law Learning, Jennifer M. Cooper
Work Drive Matters: An Assessment of the Relationship Between Law Students' Work-Related Preferences and Academic Performance, Jeffrey J. Minneti
Submissions from 2015
Progress Testing: Critical Analysis and Suggested Practices, Mark Albanese and Susan M. Case
Lawyer, Form Thyself: Professional Identity Formation Strategies in Legal Education, Professional Responsibility, and Experiential Courses, Susan Swaim Daicoff
Teaching the Digital Caveman: Rethinking the Use of Classroom Technology in Law School, James B. Levy
Teaching to the Test: The Incorporation of Elements of Bar Exam Preparation in Legal Education, Emmeline Paulette Reeves
Submissions from 2014
Of Old Dogs and New Tricks - Can Law Schools Really Fix Students' Fixed Mindsets?, Sarah J. Adams-Schoen
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment, Benjamin V. Madison and L. O. Natt Gantt II
Beg, Borrow, or Steal: Ten Lessons Law Schools Can Learn from Other Educational Programs in Evaluating Their Curriculum, Debra Moss Vollweiler
Submissions from 2013
How to Help Students from Disadvantaged Backgrounds Succeed in Law School, E. Scott Fruehwald
Analyzing Common Themes in Legal Scholarship on Professionalism, Neil W. Hamilton
Law Firm Competency Models & Student Professional Success: Building on a Foundation of Professional Formation/Professionalism, Neil W. Hamilton
Legal Education at a Crossroads: Innovation, Integration, and Pluralism Required!, Karen L. Tokarz, Antoinette Sedillo Lopez, Peggy Maisel, and Robert Seibel
Cornerstones, Curb Cuts, and Legal Education Reform, Judith Welch Wegner
Should Law Professors Have a Continuing Practice Experience (CPE) Requirement?, Emily Zimmerman
Submissions from 2012
Empirical Evidence that Legal Education Can Foster Student Professionalism/Professional Formation to Become an Effective Lawyer, Neil W. Hamilton, Verna E. Monson, and Jerome M. Organ
Alternative Justifications for Academic Support II: How ‘Academic Support Across the Curriculum’ Helps Meet the Goals of the Carnegie Report and Best Practices, Louis N. Schulze Jr.
Gaining from the System: Lessons from the Law School Survey of Student Engagement About Student Development in Law School, Carole Silver, Louis Rocconi, Heather Haeger, and Lindsay Watkins
Submissions from 2011
A Puppy Lawyer is Not Just for Christmas: Helping New Lawyers Successfully Make the Transition to Professional Practice, Tony Foley, Vivien Holmes, Margie Rowe, and Stephen Tang
Fostering Professional Formation (Professionalism): Lessons from the Carnegie Foundation’s Five Studies on Educating Professionals, Neil W. Hamilton
Entering Law Students’ Conceptions of an Ethical Professional Identity and the Role of the Lawyer in Society, Verna E. Monson and Neil W. Hamilton
The Critical Role of Retrieval Practice in Long-Term Retention, Henry L. Roediger III and Andrew C. Butler
Alternative Justifications for Law School Academic Support Programs: Self-Determination Theory, Autonomy Support, and Humanizing the Law School, Louis N. Schulze Jr.
Submissions from 2010
Learning by Doing: An Experience with Outcomes Assessment, Mary A. Crossley and Lu-in Wang
Submissions from 2009
Making Law Students Client-Ready: A New Model in Legal Education, John Burwell Garvey and Anne F. Zinkin
Balancing Law Student Privacy Interests and Progressive Pedagogy: Dispelling the Myth that FERPA Prohibits Cutting-Edge Academic Support Methodologies, Louis N. Schulze Jr.
Submissions from 2008
Assessing Professionalism: Measuring Progress in the Formation of an Ethical Professional Identity, Neil W. Hamilton
The Dynamics of Professional Identity Formation: Graduates' Transitions from Higher Education to Working Life, Sofia Nyström
Submissions from 2007
Legal Education in the Age of Cognitive Science and Advanced Classroom Technology, Deborah Jones Merritt
Submissions from 2004
Describing the Ball: Improve Teaching by Using Rubrics—Explicit Grading Criteria, Sophie M. Sparrow
Submissions from 2003
Employing Active-Learning Techniques and Metacognition in Law School: Shifting Energy from Professor to Student, Robin A. Boyle
Teaching Law Students to Be Self-Regulated Learners, Michael Hunter Schwartz
