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Submissions from 2019

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Normalizing Struggle, Catherine Martin Christopher

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Under Pressure: How Incorporating Time-Pressured Performance Tests Prepares Students for the Bar Exam and Practice, Sabrina DeFabritiis and Kathleen Elliott Vinson

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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

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A Blueprint for Using Assessments to Achieve Learning Outcomes and Improve Students’ Learning, Rogelio A. Lasso

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The Three Ages of Modern American Lawyering and the Current Crisis in the Legal Profession and Legal Education, Rachel F. Moran

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Note-Taking Mode and Academic Performance in Two Law School Courses, Colleen P. Murphy, Christopher J. Ryan Jr., and Yajni Warnapala

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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

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Say What?: A How-To Guide on Providing Formative Assessment to Law Students Through Live Critique, Amanda L. Sholtis

Submissions from 2018

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Integrating Performance Tests into Doctrinal Courses, Skills Courses, and Institutional Benchmark Testing: A Simple Way to Enhance Student Engagement While Furthering Assessment, Bar Passage, and Other ABA Accreditation Objectives, Sara J. Berman

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Each Law Student Must Take Increasing Ownership Over Professional Development During Law School, Neil W. Hamilton and Jerome M. Organ

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Bottled at the Source: Recapturing the Essence of Academic Support as a Primary Tool of Education Equity for Minority Law Students, Russell A. McClain

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First-Generation Students in Law School: A Proven Success Model, Jacqueline M. O'Bryant and Katharine Traylor Schaffzin

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Is There Sufficient Human Resource Capacity to Support Robust Professional Identity Formation Learning Outcomes?, Jerome M. Organ

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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.

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The Jury Is In: Law Schools Foster Students' Fixed Mindsets, Susan Shapcott, Sarah Davis, and Lane Hanson

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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

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Smarter Law Study Habits: An Empirical Analysis of Law Learning Strategies and Relationship with Law GPA, Jennifer M. Cooper and Regan A. R. Gurung

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Helicopter Professors, Emily Grant

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Getting Up to Speed: Understanding the Connection between Learning Outcomes and Assessments in a Doctrinal Course, Joni Larson

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The Impact of Individualized Feedback on Law Student Performance, Daniel Schwarcz and Dion Farganis

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Spaced Repetition: A Method for Learning More Law in Less Time, Gabriel H. Teninbaum

Submissions from 2016

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Smarter Law Learning: Using Cognitive Science to Maximize Law Learning, Jennifer M. Cooper

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Work Drive Matters: An Assessment of the Relationship Between Law Students' Work-Related Preferences and Academic Performance, Jeffrey J. Minneti

Submissions from 2015

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Progress Testing: Critical Analysis and Suggested Practices, Mark Albanese and Susan M. Case

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Lawyer, Form Thyself: Professional Identity Formation Strategies in Legal Education, Professional Responsibility, and Experiential Courses, Susan Swaim Daicoff

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Teaching the Digital Caveman: Rethinking the Use of Classroom Technology in Law School, James B. Levy

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Teaching to the Test: The Incorporation of Elements of Bar Exam Preparation in Legal Education, Emmeline Paulette Reeves

Submissions from 2014

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Of Old Dogs and New Tricks - Can Law Schools Really Fix Students' Fixed Mindsets?, Sarah J. Adams-Schoen

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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

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Beg, Borrow, or Steal: Ten Lessons Law Schools Can Learn from Other Educational Programs in Evaluating Their Curriculum, Debra Moss Vollweiler

Submissions from 2013

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How to Help Students from Disadvantaged Backgrounds Succeed in Law School, E. Scott Fruehwald

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Analyzing Common Themes in Legal Scholarship on Professionalism, Neil W. Hamilton

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Law Firm Competency Models & Student Professional Success: Building on a Foundation of Professional Formation/Professionalism, Neil W. Hamilton

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Legal Education at a Crossroads: Innovation, Integration, and Pluralism Required!, Karen L. Tokarz, Antoinette Sedillo Lopez, Peggy Maisel, and Robert Seibel

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Cornerstones, Curb Cuts, and Legal Education Reform, Judith Welch Wegner

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Should Law Professors Have a Continuing Practice Experience (CPE) Requirement?, Emily Zimmerman

Submissions from 2012

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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

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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.

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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

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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

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Fostering Professional Formation (Professionalism): Lessons from the Carnegie Foundation’s Five Studies on Educating Professionals, Neil W. Hamilton

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Three Generations of U.S. Lawyers: Generalists, Specialists, Project Managers, William D. Henderson

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Entering Law Students’ Conceptions of an Ethical Professional Identity and the Role of the Lawyer in Society, Verna E. Monson and Neil W. Hamilton

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The Critical Role of Retrieval Practice in Long-Term Retention, Henry L. Roediger III and Andrew C. Butler

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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

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Learning by Doing: An Experience with Outcomes Assessment, Mary A. Crossley and Lu-in Wang

Submissions from 2009

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Making Law Students Client-Ready: A New Model in Legal Education, John Burwell Garvey and Anne F. Zinkin

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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

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Assessing Professionalism: Measuring Progress in the Formation of an Ethical Professional Identity, Neil W. Hamilton

Submissions from 2007

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A Bar Review for Law Schools: Getting Students on Board to Pass Their Bar Exams, Denise Riebe

Submissions from 2004

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Law Schools Can Solve the "Bar Pass Problem"—"Do the Work!", Christian C. Day

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Describing the Ball: Improve Teaching by Using Rubrics—Explicit Grading Criteria, Sophie M. Sparrow

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Academic Support at the Crossroads: From Minority Retention to Bar Prep and Beyond - Will Academic Support Change Legal Education or Itself Be Fundamentally Changed?, Ellen Yankiver Suni

Submissions from 2003

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Employing Active-Learning Techniques and Metacognition in Law School: Shifting Energy from Professor to Student, Robin A. Boyle

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Teaching Law Students to Be Self-Regulated Learners, Michael Hunter Schwartz

Submissions from 2002

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Academic Support Programs: Effective Support Through a Systemic Approach, Adam G. Todd

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AALS Survey of Law Schools on Programs and Courses Designed to Enhance Bar Examination Performance, Richard A. White