Faculty Status and Institutional Effectiveness
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., 2015)
11 Pages Posted: 16 Jan 2015 Last revised: 24 May 2017
Date Written: January 11, 2015
Legal education has expanded to incorporate practice-oriented topics and courses over the past several decades, and student academic support services have multiplied in response to changing student populations. As a consequence of these changes, law schools are overdue to address the issue of the status of the individuals they hire to fill the multiple and ever expanding needs and interests of students. Faculty status is a key dimension of enhancing the effectiveness of faculty and it matters for three primary reasons: to provide the protections of academic freedom, promote scholarship, and ensure full citizenship for all teachers. This section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) provides an overview of the issues involved in debates over faculty status.
The content of this SSRN posting is material that was published in the book Building on Best Practices: Transforming Legal Education in a Changing World, Maranville, et al., Lexis Nexis 2015. The content has been posted on SSRN with the express permission of Lexis Nexis and of Carolina Academic Press, publisher of the book as of January 1, 2016.
Keywords: law teaching, law professors, law schools, legal education, clinical teaching, skills
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