'Sending Down' Sabbatical: Lawyering in the Legal Services Trenches Has Benefits for Professor and Practitioner Alike
Suzanne M. Rabe
University of Arizona - James E. Rogers College of Law
Stephen A. Rosenbaum
University of California, Berkeley - School of Law
June 24, 2009
Journal of Legal Education, 2010
Arizona Legal Studies Discussion Paper No 09-25
UC Berkeley Public Law Research Paper No. 1425686
This article proposes that clinical professors, and legal writing professors in particular, consider practicing law - in real-life, non-clinical settings - during some significant portion of their sabbaticals from teaching. This proposal would (1) improve the learning experience for students in clinics, writing classes, and skills classes, (2) offer a vital public service to the under-represented, and (3) improve the overall administration of justice. At little cost, this proposal would foster a richer engagement by clinicians and legal writing professors with the world of legal practice. This idea could also infuse increased life and meaning into our law school classes. The Carnegie Foundation’s study of legal education and the Best Practices Project of the Clinical Legal Education Association – along with their recommendations of a greater emphasis on clinics and trial or practice simulations – have generated much discussion within the academy. By challenging readers to consider alternative sabbatical engagements that would later enrich the classroom experience with a practitioner’s focus, our article addresses many of the concerns expressed by the Carnegie Foundation and by the Best Practices Project.
Number of Pages in PDF File: 24
Keywords: legal writing, clinical education, sabbatical, Carnegie Foundation, best practices
Date posted: June 25, 2009 ; Last revised: November 7, 2014
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