Pedagogy, Progress, and Portfolios
Deborah Jones Merritt
Ohio State University (OSU) - Michael E. Moritz College of Law
March 15, 2010
Ohio State Journal on Dispute Resolution, Vol. 25, No. 1, 2010
Ohio State Public Law Working Paper 122
Academics and practitioners are seeking new ways to improve legal education. At the same time, students are struggling to succeed in a highly competitive job market. Electronic portfolios, a technique used successfully in other professions, can address both of these needs. Portfolios allow students to identify, seek, and reflect upon individualized educational goals. They also encourage educators to specify a wider range of professional learning objectives. For both students and professors, portfolios shift the focus from checking off courses to developing professional expertise.
At the same time, portfolios allow students to share their achievements more fully with employers. An electronic portfolio may include writing samples, videos of classroom simulations, work-related documents, and summaries of leadership experiences. If employers value professional expertise, rather than merely class standing, portfolios allow them to hire based on those values.
This article outlines the potential for using portfolios to enhance legal education and job-market access, with a special focus on the use of portfolios to expand ADR learning.
Number of Pages in PDF File: 37
Keywords: Portfolios, Pedagogy, Legal Education, ADR, Negotiation, Skills
JEL Classification: K100
Date posted: March 23, 2010 ; Last revised: May 18, 2010