Friday, February 2, 2018
- ABA Journal, Cooley Law School wants more ABA accreditation transparency and compliance letter off web
- Harvard Press Release, HLS Students Harness Artificial Intelligence to Revolutionize How Lawyers Draft and Manage Contracts
- Gail L. Heriot (San Diego), Remarks of Gail Heriot, Professor of Law, University of San Diego (for Panel Two): Symposium on Intellectual Diversity; Panel Discussions: ‘Why Intellectual Diversity Matters’ (Panel One) and ‘What Is to Be Done?’ (Panel Two), Annual Meeting of the Association of American Law Schools in San Diego, January 6, 2018
- James Levy (Nova SE), LSAC reports law school applicants are up almost 10% from last year
- James Levy (Nova SE), Open letter from 30 learning scientists declares no evidence to support "learning styles"
- Law School Transparency, A Way Forward: Transparency in 2018
- National Law Journal, Justice Sonia Sotomayor Charms Crowd of Law Students, Lawyers, Judges
- New York Times, Online Courses Are Harming the Students Who Need the Most Help
- Eugene Volokh (UCLA), Richard J. Peltz-Steele (UMass) & Robert E. Steinbuch (Arkansas-Little Rock), Brief of Amicus Curiae National Association of Scholars in Support of Appellants, Richard Sander and The First Amendment Coalition v. State Bar of California, No. A150625 (CA Ct. App. Jan. 26, 2018)
Comment: Two of the above articles are very important for legal education pedagogy. The heading of the second Levy article is self-explanatory. For about 20 years, many in the legal profession have advocated using learning styles theory (different students learn differently-- "visual," "audio," or "kinesthetic") in the classroom. Education scholars have now established that learning for everyone is multi-modal. "As the scientists who signed the open letter argue, continuing to believe in a theory for which there is no empirical support means that precious educational resources will be diverted away from the study of more effective and merit-based learning strategies to the detriment of students."
The New York Times article discusses a study that has demonstrated that online learning hurts less proficient students. "But in high schools and colleges, there is mounting evidence that the growth of online education is hurting a critical group: the less proficient students who are precisely those most in need of skilled classroom teachers." "In the fully online model, on the other hand, a student may never be in the same room with an instructor. This category is the main problem. It is where less proficient students tend to run into trouble. After all, taking a class without a teacher requires high levels of self-motivation, self-regulation and organization. Yet in high schools across the country, students who are struggling in traditional classrooms are increasingly steered into online courses." With the recent proliferation of online classes at law schools, legal educators need to read this study.