Incorporating Bar Pass Strategies into Routine Teaching Practices

24 Pages Posted: 16 Nov 2013

See all articles by Suzanne Darrow Kleinhaus

Suzanne Darrow Kleinhaus

Touro University - Jacob D. Fuchsberg Law Center

Date Written: 2001

Abstract

As legal educators, we teach our students how to dissect a judicial opinion. Yet this work we do with respect to teaching the “case brief” method is but a beginning. We must and can do more. We must not wait for students to make the connection between the cases they read for class discussion and how an attorney actually uses such cases to solve client problems; we must tell them. It is not enough for us to tell our students to read “actively”; we must show them how to do so. We must teach our students how to read with purpose and intent, with an eye toward the case's usefulness. In short, we must show students how to interact with the materials. It should be the job of every law teacher to incorporate these skills into routine pedagogy. It is not sufficient to relegate this task to those who teach in academic support or assistance programs.

Keywords: bar exam, bar pass strategies, teaching practices, legal education, National Conference of Bar Examiners, NCBE, MacCrate Report, Multi-State

Suggested Citation

Darrow Kleinhaus, Suzanne, Incorporating Bar Pass Strategies into Routine Teaching Practices (2001). 37 Gonz. L. Rev. 17 (2001/02), Touro Law Center Legal Studies Research Paper Series, Available at SSRN: https://ssrn.com/abstract=2347708

Suzanne Darrow Kleinhaus (Contact Author)

Touro University - Jacob D. Fuchsberg Law Center ( email )

225 Eastview Drive
Central Islip, NY 11722
United States

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