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Pedagogy, Progress, and Portfolios

37 Pages Posted: 23 Mar 2010 Last revised: 18 May 2010

Deborah Jones Merritt

Ohio State University (OSU) - Michael E. Moritz College of Law

Date Written: March 15, 2010

Abstract

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.

Keywords: Portfolios, Pedagogy, Legal Education, ADR, Negotiation, Skills

JEL Classification: K100

Suggested Citation

Merritt, Deborah Jones, Pedagogy, Progress, and Portfolios (March 15, 2010). Ohio State Journal on Dispute Resolution, Vol. 25, No. 1, 2010; Ohio State Public Law Working Paper 122. Available at SSRN: https://ssrn.com/abstract=1576243

Deborah Jones Merritt (Contact Author)

Ohio State University (OSU) - Michael E. Moritz College of Law ( email )

55 West 12th Avenue
Columbus, OH 43210
United States
614-247-7933 (Phone)
614-292-4868 (Fax)

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