Enhancing Reciprocal Synergies between Teaching and Scholarship

64 JOURNAL OF LEGAL EDUCATION 480 (2015)

13 Pages Posted: 18 Mar 2015  

Ruthann Robson

CUNY School of Law

Date Written: January 1, 2015

Abstract

This essay confronts the canard that one can be a good law teacher or a good legal scholar, but not both. It contends that many legal academics are good teachers and scholars, even as increasing demands can make institutional and individual balancing acts difficult. This essay first considers the empirical studies about the relationship between teaching and scholarship in legal academia. It then turns toward the experiential, with the simple overarching suggestion that individual legal academics can enhance the synergies between our scholarly and pedagogical endeavors by paying attention to them. The essay highlights four categories — the doctrinal, the theoretical, the methodological, and the professional — and discusses ways to strengthen their mutually reinforcing aspects. The essay ends by offering three techniques to assist legal scholars and teachers in paying attention regardless of the category and thus enhance the reciprocal synergies between scholarship and teaching.

Keywords: Legal Education, Teaching, Scholarship

Suggested Citation

Robson, Ruthann, Enhancing Reciprocal Synergies between Teaching and Scholarship (January 1, 2015). 64 JOURNAL OF LEGAL EDUCATION 480 (2015). Available at SSRN: https://ssrn.com/abstract=2579025

Ruthann Robson (Contact Author)

CUNY School of Law ( email )

2 Court Square
Long Island City, NY 11101
United States

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