Infusing Passion and Context into the Traditional Curriculum Through Experiential Learning

Journal of Legal Education, Vol. 51, No. 1, March 2001

NYLS Clinical Research Institute Paper No. 09/10 #17

25 Pages Posted: 19 Sep 2008 Last revised: 11 Dec 2012

Date Written: September 1, 2008

Abstract

This article argues that infusing experiential education into the traditional law school curriculum can improve law students' learning. Experiential learning can help feed students' souls by nourishing the passions and values that directed them toward law school, provide context for doctrinal learning that will both engage students and help them learn more effectively and assist in providing two-way feedback and assessment for what students are actually learning in the classroom. These effects can help avoid the decline in engagement so typical of the second and third year law student experience. The article provides concrete examples and suggestions for how and when to incorporate experiential learning.

Keywords: legal education, experiential learning, clinic, clinics, passion, context, simulation, motivation, career satisfaction, spiral curriculum

JEL Classification: CMBO

Suggested Citation

Maranville, Deborah A., Infusing Passion and Context into the Traditional Curriculum Through Experiential Learning (September 1, 2008). Journal of Legal Education, Vol. 51, No. 1, March 2001; NYLS Clinical Research Institute Paper No. 09/10 #17. Available at SSRN: https://ssrn.com/abstract=1269072

Deborah A. Maranville (Contact Author)

University of Washington School of Law ( email )

William H. Gates Hall
Box 353020
Seattle, WA 98105-3020
United States
206.685.6803 (Phone)
206.685.2388 (Fax)

HOME PAGE: https://www.law.washington.edu/directory/profile.aspx?ID=143

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