Reforming Legal Education, D. Moss & D. Curtis, eds., 2012
29 Pages Posted: 2 Sep 2012
Date Written: 2012
In early 2008, Washington and Lee fundamentally reformed the entire third year law school curriculum. The new curriculum broke with decades-long tradition by focusing entirely on student-centered, experiential learning. It also sharply distinguished the educational approach in the third year from that in the first and second years, thereby creating a strong sense of pedagogical progression. Finally, it more deliberately prepared students for the transition to practice and emphasized the importance of attending to the formation of a professional identity.
This article, a chapter in a new book − Reforming Legal Education (D. Moss & D. Curtis, eds., 2012) – describes in detail the substantive curricular changes made at Washington and Lee. But it also describes more process-oriented factors that are critical to successful curricular reform such as aligning proposed changes with a school’s or university’s larger strategic objectives so as to achieve true institutional “fit.” We also describe the importance of thoughtful implementation of reform, after adoption, through a phased-in “roll out” process. Finally, we relate how our curricular changes included, from the outset, a mandated mechanism for post-adoption assessment on an ongoing basis. Assurance of expected regular occasions for revisiting curricular reform can itself facilitate change and overcome initial resistance.
Keywords: legal education, law school, law school curriculum, transition to practice, professional identity, admission to the bar
Suggested Citation: Suggested Citation
Johnson, Lyman and Danforth, Robert T. and Millon, David, Reforming the Third Year of Law School (2012). Reforming Legal Education, D. Moss & D. Curtis, eds., 2012; U of St. Thomas Legal Studies Research Paper No. 12-24; Washington & Lee Legal Studies Paper. Available at SSRN: https://ssrn.com/abstract=2139789
By John Lande
By Daniel Katz
By Debra Curtis