Voices in the Wilderness: Tenured and Tenure-Track Directors and Teachers in Legal Research and Writing Programs
Jan M. Levine
Duquesne University School of Law
Journal of Legal Education, Vol. 45, p. 530, 1995
This article focuses on the recent recognition of legal writing expertise and professionalism given to teachers at the many schools that, by elevating legal writing teachers to tenure-eligible status, have acknowledged the legitimacy of the field, the legitimacy of those teaching and writing within it, and the need for the continued presence of a legal writing expert on the faculty. From 1992 to 1994 I surveyed full-time tenure-track and tenured faculty who had as their primary academic responsibility the direction of a legal research and writing program or the teaching of legal writing, and who either sought or were assigned that well-defined responsibility when they began teaching. Among other things, I wanted to learn how those schools willing to hire them addressed the distinctive issues that their hiring had raised, such as their training and background, their administrative and teaching workload, and the criteria used for awards of tenure.
Keywords: Legal writing, legal education, faculty, legal research and writing, teaching, survey, status, tenure
JEL Classification: K00Accepted Paper Series
Date posted: March 13, 2007
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