Lessons for Legal Education from the Engineering Profession's Experience with Outcomes-Based Accreditation
Deborah A. Maranville
University of Washington School of Law
University of Washington - School of Law
Montana State University College of Engineering
March 5, 2012
William Mitchell Law Review, Vol. 38, No. 3, 2012
University of Washington School of Law Research Paper No. 2012-18
The engineering profession's experience with outcomes-based assessment and accreditation provides three lessons for legal education. First, the process of identifying educational goals and assessing whether they have been met can be a catalyst for curriculum reform and responsiveness to changes in the legal profession. Second, outcomes-based education need not consider only easily measured knowledge and skills but can also include such areas as ethical development in law students. Third, ambitious, institutionally focused outcomes assessment approaches are desirable, but even course-focused outcomes, based approaches can generate useful reforms, as demonstrated by a case study discussed in the article.
Number of Pages in PDF File: 78
Keywords: legal education, outcomes-based, assessment, accreditation, learning theoryAccepted Paper Series
Date posted: May 31, 2012 ; Last revised: January 1, 2013
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