DRussellKraftSecondPaper 8 - 24 Apr 2010 - Main.AshleySimpson
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META TOPICPARENT | name="SecondPaper" |
| | Technological Integration
There are distinct gains to be made in legal learning through intelligent use of technology. A large part of what we pay can be explained in economic terms as what the market will bear (ie waste). In California, correspondence law schools teach the same subjects as CLS (though quite differently) at a fraction of the cost. To me, this suggests that we could gain a lot from moving some of our rote learning online. The goal is not to abandon all of our classroom interactions, nor to lose our sense of community, but to strengthen both. Just because the internet has made it easier for less prestigious and less wealthy institutions to spread knowledge doesn't mean it can't do the same for schools older than our country. The future of social interaction is bound up in technology, and the better we can adapt our education to that fact, the more equipped our lawyers will be to deal with their clients' problems - both in understanding and in capacity. | |
< < | It might be cool to bring up Cali's example in class the other day about the atty who only has a web office to demonstrate that the world is changing and we need to understand technology in order to be competitive. Also, I'm not sure if this would be redundant but it might be very demonstrative to point to this class if you think it exemplifies the teaching method that law schools should encourage and why. | > > | It might be cool to bring up Kali's example in class the other day about the atty who only has a web office to demonstrate that the world is changing and we need to understand technology in order to be competitive. Also, I'm not sure if this would be redundant but it might be very demonstrative to point to this class if you think it exemplifies the teaching method that law schools should encourage and why. | | Collaboration vs. Competition
The fixation on grades at this school is a nominally pro-student phenomenon. The firms want grades, so our students should have some by the time EIP rolls around. This justification is flimsy, and has been discussed at length in this class over the course of the semester. Why is doesn't it hold in Uris hall, where many students are also being recruited in a similar fashion? How is it that Business School is the most touchy-feely, collaborative, judgment-free place on this campus? It seems that in the raw pursuit of lucre, working together works. Why is this less true for lawyers? What solo practitioner ever achieved anything without the ability to convince other people to work with her? What project ever gets done in a big firm by one single hired brain? Lawyers don't work in organizations any smaller than businesspeople do, in fact, they are businesspeople. Whether they litigate, negotiate, advise, or write, lawyers work for and with people. Strengthening their ability to do that should be a prime goal of law school. It's arguable that activities such as journals, moot court, and even student organizations foster that kind of collaboration. That admitted, the core courses do not foster any meaningful collaboration. Study groups may be fun, but by introducing diverging goals (grades) to compete with the shared goal of learning, collaboration is not really going to get off the ground. Of course there are always competing goals in life and work, but the blunt pressure not to help each other out makes grades worse than pointless - they're counter-productive. |
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DRussellKraftSecondPaper 7 - 23 Apr 2010 - Main.AshleySimpson
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META TOPICPARENT | name="SecondPaper" |
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< < | DtRK, I'm currently editing in order to cut down on words so that maybe we can add another skill that I think is crucial to becoming a good lawyer: that is the skill of being able to talk to people who know nothing about the law/the skill to interact with clients. I'm also unsure of whether or not you feel as though CLS teaches that with clinics and externships and whether those methods are sufficient. I'll just add it to the list of legal skills and you can think about your opinion on that and add it wherever you like. I'll write a note on this page when I'm done editing. Also you make reference to the law school a lot. I assume you mean CLS so I'm going to replace that with Columbia. | > > | DtRK, I've edited in order to cut down on words so that maybe we can add another skill that I think is crucial to becoming a good lawyer: that is the skill of being able to talk to people who know nothing about the law/the skill to interact with clients. Do you feel as though CLS teaches that with clinics and externships and do you feel that those methods are sufficient? I'm not sure how that skill would work into your thesis: if law schools would learn how to teach that skill from looking to the business school model. Lastly, you make reference to the law school a lot. I assume you mean CLS so I'm going to replace that with CLS as opposed to law school in general. I think I shaved off about 100 words of wiggle room for you to go to town on your rewrite. Have fun! | | -Ash
PS I don't know how to change the color of my writing so I used italics...
Being an Entrepreneur Lawyer | |
< < | The education of 1L year has not provided me with all of the skills I'll need to be a productive lawyer. My goal is to have my own practice. It's about pride, and it's about clarity: the ability to pick my clients and my projects is the only way I can imagine living my life happily. To accomplish this goal, I'll need a specific skill set. Though Columbia Law School (“CLS”) has helped me learn a few of the skills necessary for my goal, it could learn a lot from the business school to help me learn the others. Regardless, of whether students want to pawn their licenses or become self-employed, Law School should train students to think like entrepreneurs in order to transform students into productive lawyers. | > > | The education of 1L year has not provided me or my classmates with all of the skills necessary to become a productive lawyer. Though Columbia Law School (“CLS”) has provided its students with a few of the skills necessary for this pursuit, it could learn a lot from the business school on how to help students learn the others. Regardless of the specific way that law students want to use their licenses, Law School should train students to think like entrepreneurs in order to transform students into productive lawyers. | | Legal Skills | | Formatting got messed up here and I don't know how to fix it :-(
Entrepreneurial Methods | |
< < | The following are skills that CLS should start teaching. It would be prudent for CLS to examine the teaching methods of the business school to learn how to effectively imbue these skills on its law students. | > > | The following are skills that CLS should start teaching. It would be prudent for CLS to examine the teaching methods of the business school in order to learn how to effectively imbue these skills on its law students. | | Technological Integration
There are distinct gains to be made in legal learning through intelligent use of technology. A large part of what we pay can be explained in economic terms as what the market will bear (ie waste). In California, correspondence law schools teach the same subjects as CLS (though quite differently) at a fraction of the cost. To me, this suggests that we could gain a lot from moving some of our rote learning online. The goal is not to abandon all of our classroom interactions, nor to lose our sense of community, but to strengthen both. Just because the internet has made it easier for less prestigious and less wealthy institutions to spread knowledge doesn't mean it can't do the same for schools older than our country. The future of social interaction is bound up in technology, and the better we can adapt our education to that fact, the more equipped our lawyers will be to deal with their clients' problems - both in understanding and in capacity. | |
< < | It might be cool to bring up Cali's example in class the other day about the atty who only has a web office to demonstrate that the world is changing and we need to understand technology in order to be competitive. | > > | It might be cool to bring up Cali's example in class the other day about the atty who only has a web office to demonstrate that the world is changing and we need to understand technology in order to be competitive. Also, I'm not sure if this would be redundant but it might be very demonstrative to point to this class if you think it exemplifies the teaching method that law schools should encourage and why. | | Collaboration vs. Competition
The fixation on grades at this school is a nominally pro-student phenomenon. The firms want grades, so our students should have some by the time EIP rolls around. This justification is flimsy, and has been discussed at length in this class over the course of the semester. Why is doesn't it hold in Uris hall, where many students are also being recruited in a similar fashion? How is it that Business School is the most touchy-feely, collaborative, judgment-free place on this campus? It seems that in the raw pursuit of lucre, working together works. Why is this less true for lawyers? What solo practitioner ever achieved anything without the ability to convince other people to work with her? What project ever gets done in a big firm by one single hired brain? Lawyers don't work in organizations any smaller than businesspeople do, in fact, they are businesspeople. Whether they litigate, negotiate, advise, or write, lawyers work for and with people. Strengthening their ability to do that should be a prime goal of law school. It's arguable that activities such as journals, moot court, and even student organizations foster that kind of collaboration. That admitted, the core courses do not foster any meaningful collaboration. Study groups may be fun, but by introducing diverging goals (grades) to compete with the shared goal of learning, collaboration is not really going to get off the ground. Of course there are always competing goals in life and work, but the blunt pressure not to help each other out makes grades worse than pointless - they're counter-productive. | | Collaboration vs. Competition
The fixation on grades at this school is a nominally pro-student phenomenon. The firms want grades, so our students should have some by the time EIP rolls around. This justification is flimsy, and has been discussed at length in this class over the course of the semester. Why is doesn't it hold in Uris hall, where many students are also being recruited in a similar fashion? How is it that Business School is the most touchy-feely, collaborative, judgment-free place on this campus? It seems that in the raw pursuit of lucre, working together works. Why is this less true for lawyers? What solo practitioner ever achieved anything without the ability to convince other people to work with her? What project ever gets done in a big firm by one single hired brain? Lawyers don't work in organizations any smaller than businesspeople do, in fact, they are businesspeople. Whether they litigate, negotiate, advise, or write, lawyers work for and with people. Strengthening their ability to do that should be a prime goal of law school. It's arguable that activities such as journals, moot court, and even student organizations foster that kind of collaboration. That admitted, the core courses do not foster any meaningful collaboration. Study groups may be fun, but by introducing diverging goals (grades) to compete with the shared goal of learning, collaboration is not really going to get off the ground. Of course there are always competing goals in life and work, but the blunt pressure not to help each other out makes grades worse than pointless - they're counter-productive. | |
> > | | | Social Relationship Construction ("Networking") | |
< < | Law schools have begun to recognize how important building a professional network is, but I am not certain they've grasped exactly how it works. Their concept of it seems to be confined to getting drunk and getting to know your peers or potential employers. More broadly, perhaps, you're encouraged to go to office hours and find a mentor. This seems to be a silly way to teach people to interact professionally, and to build professional relationships. The lack of emphasis on collaboration really goes hand in hand with this issue - people gain trust in each other and connect by working together. Until you create conditions where they have to do this in a regular, extensive and long term fashion, as in the workplace, these networks will not be built. | > > | Law schools have begun to recognize how important building a professional network is, but I am not certain they've grasped exactly how it works. Their conception of networking seems confined to getting drunk in order to facilitate meeting peers or potential employers. More broadly, perhaps, you're encouraged to go to office hours and find a mentor. This seems to be a silly way to teach people to interact professionally, and to build professional relationships. The lack of emphasis on collaboration really goes hand in hand with this issue - people gain trust in each other and connect by working together. Until you create conditions where they have to do this in a regular, extensive and long term fashion, as in the workplace, these networks will not be built. | | Project-Based Work | |
> > | | | There is not enough follow-through and follow-up work in Law School. While the basic survey courses of the foundation may seem to require simple rote learning, this does not in any way reflect the way lawyers work or learn. Giving law students experience working on a broad problem through a series of assignments requiring different skills (including technical and collaborative skills) would be a more productive and valuable use of our long semesters, and maintain student engagement with the material. | |
> > | | | Steps towards progress? | |
> > | | | There are law schools experimenting with different tracks. Our law school will offer a 3 year JD/MBA soon. Many business courses are being cross listed as law classes. This is not enough, however. Nor is it the right way to change the way we learn. Tacking business classes on to law school will appeal to those who may want to work in corporate law or even in business after graduation, but it won't change the fundamental nature of the law school experience. Teaching business to lawyers does not equal teaching lawyers in business-like modes. | |
> > | Maybe you could tack on a "in summary" sentence to help to make this writing have better closure. | | -- By DRussellKraft - 17 Apr 2010
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DRussellKraftSecondPaper 6 - 23 Apr 2010 - Main.AshleySimpson
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META TOPICPARENT | name="SecondPaper" |
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> > | DtRK, I'm currently editing in order to cut down on words so that maybe we can add another skill that I think is crucial to becoming a good lawyer: that is the skill of being able to talk to people who know nothing about the law/the skill to interact with clients. I'm also unsure of whether or not you feel as though CLS teaches that with clinics and externships and whether those methods are sufficient. I'll just add it to the list of legal skills and you can think about your opinion on that and add it wherever you like. I'll write a note on this page when I'm done editing. Also you make reference to the law school a lot. I assume you mean CLS so I'm going to replace that with Columbia.
-Ash
PS I don't know how to change the color of my writing so I used italics... | | Being an Entrepreneur Lawyer | |
< < | I think that we law students need similar skills, whether we want to pawn our licenses or use them productively for ourselves. I'm not sure that what I've experienced over the past year has given me as much of what I'll need to do that in the coming decades as I had hoped, but there's still time. I know that I don't want to tell my children I work for anyone but myself. It's about pride, and it's about clarity: picking my own clients and picking my own projects is the only way I can imagine living my life happily. To make that happen, I'll need many skills. Law School seems to be helping with some, but it could learn a lot from the business school. Thinking like an entrepreneur would do an average lawyer a lot of good. | > > | The education of 1L year has not provided me with all of the skills I'll need to be a productive lawyer. My goal is to have my own practice. It's about pride, and it's about clarity: the ability to pick my clients and my projects is the only way I can imagine living my life happily. To accomplish this goal, I'll need a specific skill set. Though Columbia Law School (“CLS”) has helped me learn a few of the skills necessary for my goal, it could learn a lot from the business school to help me learn the others. Regardless, of whether students want to pawn their licenses or become self-employed, Law School should train students to think like entrepreneurs in order to transform students into productive lawyers. | | Legal Skills | |
< < | These are the useful things I think the law school already emphasizes for our toolkits:
- Close Reading of Text
- Cognitive Dissonance
- Communication in the Face of Intellectual Assault ("Spin," "Arguing Well" or "Dealing with the Socratic Method")
I don't think they need further elucidation here. | > > | The following are skills are already emphasized at CLS:
Close Reading of Text
Cognitive Dissonance
Communication in the Face of Intellectual Assault ("Spin," "Arguing Well" or "Dealing with the Socratic Method")
Formatting got messed up here and I don't know how to fix it :-( | | Entrepreneurial Methods | |
< < | These are the areas in which law school needs a lot of help, but we could find that help nearby: | > > | The following are skills that CLS should start teaching. It would be prudent for CLS to examine the teaching methods of the business school to learn how to effectively imbue these skills on its law students. | | Technological Integration | |
< < | There are distinct gains to be made in legal learning through intelligent use of technology. A large part of what we pay can be explained in economic terms as what the market will bear (ie waste). In California, correspondence law schools teach the same subjects as CLS (though quite differently) at a fraction of the cost. To me, this suggests that we could gain a lot from moving some of our rote learning online (seriously, civ pro is best learned when we all sit in a room together and take notes at warp speed?). The goal is not to abandon all of our classroom interactions, nor to lose our sense of community, but to strengthen both. Just because the internet has made it easier for less prestigious and less wealthy institutions to spread knowledge doesn't mean it can't do the same for schools older than our country. The future of social interaction is bound up in technology, and the better we can adapt our education to that fact, the more equipped our lawyers will be to deal with their clients' problems - both in understanding and in capacity. | > > | There are distinct gains to be made in legal learning through intelligent use of technology. A large part of what we pay can be explained in economic terms as what the market will bear (ie waste). In California, correspondence law schools teach the same subjects as CLS (though quite differently) at a fraction of the cost. To me, this suggests that we could gain a lot from moving some of our rote learning online. The goal is not to abandon all of our classroom interactions, nor to lose our sense of community, but to strengthen both. Just because the internet has made it easier for less prestigious and less wealthy institutions to spread knowledge doesn't mean it can't do the same for schools older than our country. The future of social interaction is bound up in technology, and the better we can adapt our education to that fact, the more equipped our lawyers will be to deal with their clients' problems - both in understanding and in capacity.
It might be cool to bring up Cali's example in class the other day about the atty who only has a web office to demonstrate that the world is changing and we need to understand technology in order to be competitive. | | Collaboration vs. Competition
The fixation on grades at this school is a nominally pro-student phenomenon. The firms want grades, so our students should have some by the time EIP rolls around. This justification is flimsy, and has been discussed at length in this class over the course of the semester. Why is doesn't it hold in Uris hall, where many students are also being recruited in a similar fashion? How is it that Business School is the most touchy-feely, collaborative, judgment-free place on this campus? It seems that in the raw pursuit of lucre, working together works. Why is this less true for lawyers? What solo practitioner ever achieved anything without the ability to convince other people to work with her? What project ever gets done in a big firm by one single hired brain? Lawyers don't work in organizations any smaller than businesspeople do, in fact, they are businesspeople. Whether they litigate, negotiate, advise, or write, lawyers work for and with people. Strengthening their ability to do that should be a prime goal of law school. It's arguable that activities such as journals, moot court, and even student organizations foster that kind of collaboration. That admitted, the core courses do not foster any meaningful collaboration. Study groups may be fun, but by introducing diverging goals (grades) to compete with the shared goal of learning, collaboration is not really going to get off the ground. Of course there are always competing goals in life and work, but the blunt pressure not to help each other out makes grades worse than pointless - they're counter-productive.
Social Relationship Construction ("Networking") |
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DRussellKraftSecondPaper 5 - 18 Apr 2010 - Main.DRussellKraft
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META TOPICPARENT | name="SecondPaper" |
| | Being an Entrepreneur Lawyer
I think that we law students need similar skills, whether we want to pawn our licenses or use them productively for ourselves. I'm not sure that what I've experienced over the past year has given me as much of what I'll need to do that in the coming decades as I had hoped, but there's still time. I know that I don't want to tell my children I work for anyone but myself. It's about pride, and it's about clarity: picking my own clients and picking my own projects is the only way I can imagine living my life happily. To make that happen, I'll need many skills. Law School seems to be helping with some, but it could learn a lot from the business school. Thinking like an entrepreneur would do an average lawyer a lot of good. | |
< < | Things Done Right | > > | Legal Skills | | These are the useful things I think the law school already emphasizes for our toolkits: | |
< < | Close Reading of Text
Cognitive Dissonance
Communication in the Face of Intellectual Assault ("Spin," "Arguing Well" or "Dealing with the Socratic Method") | > > |
- Close Reading of Text
- Cognitive Dissonance
- Communication in the Face of Intellectual Assault ("Spin," "Arguing Well" or "Dealing with the Socratic Method")
| | I don't think they need further elucidation here. | |
< < | Things That Could Use Help
These are the areas in which law school needs a lot of help, but we could find it nearby: | > > | Entrepreneurial Methods
These are the areas in which law school needs a lot of help, but we could find that help nearby: | | Technological Integration | |
< < | There are distinct gains to be made in legal learning through intelligent use of technology. A large part of what we pay can be explained in economic terms as what the market will bear (ie waste). In California, correspondence law schools teach the same subjects as CLS (though quite differently) at a fraction of the cost. That simple fact militates for a reconsideration of our teaching model here, to see if we can gain some of that efficiency. The goal is not to abandon all of our classroom interactions, nor to lose our sense of community, but to strengthen both. Just because the internet has made it easier for less prestigious and less wealthy institutions to spread knowledge doesn't mean it can't do the same for schools older than our country. The future of social interaction is bound up in technology, and the better we can adapt our education to that fact, the more equipped our lawyers will be to deal with their clients' problems - both in understanding and in capacity. | > > | There are distinct gains to be made in legal learning through intelligent use of technology. A large part of what we pay can be explained in economic terms as what the market will bear (ie waste). In California, correspondence law schools teach the same subjects as CLS (though quite differently) at a fraction of the cost. To me, this suggests that we could gain a lot from moving some of our rote learning online (seriously, civ pro is best learned when we all sit in a room together and take notes at warp speed?). The goal is not to abandon all of our classroom interactions, nor to lose our sense of community, but to strengthen both. Just because the internet has made it easier for less prestigious and less wealthy institutions to spread knowledge doesn't mean it can't do the same for schools older than our country. The future of social interaction is bound up in technology, and the better we can adapt our education to that fact, the more equipped our lawyers will be to deal with their clients' problems - both in understanding and in capacity. | | Collaboration vs. Competition | |
< < | The fixation on grades at this school is a nominally pro-student phenomenon. The firms want grades, so our students should have some by the time EIP rolls around. This justification is flimsy, and has been discussed at length in this class over the course of the semester. Why is doesn't it hold in Uris hall? How is it that Business School is the most touchy-feely, collaborative, judgment-free place on this campus? It seems that in the raw pursuit of lucre, working together works. Why is this less true for lawyers? What solo practitioner ever achieved anything without the ability to convince other people to work with her? What project ever gets done in a big firm by one single hired brain? Lawyers don't work in organizations any smaller than businesspeople do, in fact, they are businesspeople. Whether they litigate, negotiate, advise, or write, lawyers work for and with people. Strengthening their ability to do that should be a prime goal of law school. It's arguable that activities such as journals, moot court, and even student organizations foster that kind of collaboration, and Columbia's mandated moot court program and wide range of journal opportunities are something that help it teach its law students how to work together. That said, the core courses do not seem to foster any meaningful collaboration. Study groups may be fun, but by introducing diverging goals (grades) to compete with the shared goal of learning, collaboration is not really going to get off the ground. Of course there are always competing goals in life and work, but the blunt pressure not to help each other out makes grades worse than pointless - they're counter-productive. | > > | The fixation on grades at this school is a nominally pro-student phenomenon. The firms want grades, so our students should have some by the time EIP rolls around. This justification is flimsy, and has been discussed at length in this class over the course of the semester. Why is doesn't it hold in Uris hall, where many students are also being recruited in a similar fashion? How is it that Business School is the most touchy-feely, collaborative, judgment-free place on this campus? It seems that in the raw pursuit of lucre, working together works. Why is this less true for lawyers? What solo practitioner ever achieved anything without the ability to convince other people to work with her? What project ever gets done in a big firm by one single hired brain? Lawyers don't work in organizations any smaller than businesspeople do, in fact, they are businesspeople. Whether they litigate, negotiate, advise, or write, lawyers work for and with people. Strengthening their ability to do that should be a prime goal of law school. It's arguable that activities such as journals, moot court, and even student organizations foster that kind of collaboration. That admitted, the core courses do not foster any meaningful collaboration. Study groups may be fun, but by introducing diverging goals (grades) to compete with the shared goal of learning, collaboration is not really going to get off the ground. Of course there are always competing goals in life and work, but the blunt pressure not to help each other out makes grades worse than pointless - they're counter-productive. | | Social Relationship Construction ("Networking")
Law schools have begun to recognize how important building a professional network is, but I am not certain they've grasped exactly how it works. Their concept of it seems to be confined to getting drunk and getting to know your peers or potential employers. More broadly, perhaps, you're encouraged to go to office hours and find a mentor. This seems to be a silly way to teach people to interact professionally, and to build professional relationships. The lack of emphasis on collaboration really goes hand in hand with this issue - people gain trust in each other and connect by working together. Until you create conditions where they have to do this in a regular, extensive and long term fashion, as in the workplace, these networks will not be built.
Project-Based Work | |
< < | There is not enough follow-through and follow-up work in Law School. | > > | There is not enough follow-through and follow-up work in Law School. While the basic survey courses of the foundation may seem to require simple rote learning, this does not in any way reflect the way lawyers work or learn. Giving law students experience working on a broad problem through a series of assignments requiring different skills (including technical and collaborative skills) would be a more productive and valuable use of our long semesters, and maintain student engagement with the material.
Steps towards progress?
There are law schools experimenting with different tracks. Our law school will offer a 3 year JD/MBA soon. Many business courses are being cross listed as law classes. This is not enough, however. Nor is it the right way to change the way we learn. Tacking business classes on to law school will appeal to those who may want to work in corporate law or even in business after graduation, but it won't change the fundamental nature of the law school experience. Teaching business to lawyers does not equal teaching lawyers in business-like modes. | | -- By DRussellKraft - 17 Apr 2010 | |
> > |
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DRussellKraftSecondPaper 4 - 17 Apr 2010 - Main.DRussellKraft
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META TOPICPARENT | name="SecondPaper" |
Being an Entrepreneur Lawyer | |
< < | I think that we law students need similar skills, whether we want to pawn our licenses or use them productively for ourselves. I'm not sure what I've experienced over the past year has given me as much of what I'll need to do that in the coming decades as I had hoped, but there's still time. While I'm not sure what I want to do yet, I know that I don't want to tell my children I work for anyone but myself. It's about pride, and it's about clarity: picking my own clients and picking my own projects is the only way I can imagine living my life happily. To make that happen, I'll need some skills. Law School seems to be helping with some, but it could take some pages from other places for others. Thinking like an entrepreneur would do an average lawyer a lot of good. I know I'll need more than clarity of goals to help me build my practice. | > > | I think that we law students need similar skills, whether we want to pawn our licenses or use them productively for ourselves. I'm not sure that what I've experienced over the past year has given me as much of what I'll need to do that in the coming decades as I had hoped, but there's still time. I know that I don't want to tell my children I work for anyone but myself. It's about pride, and it's about clarity: picking my own clients and picking my own projects is the only way I can imagine living my life happily. To make that happen, I'll need many skills. Law School seems to be helping with some, but it could learn a lot from the business school. Thinking like an entrepreneur would do an average lawyer a lot of good. | | Things Done Right | |
< < | These are the useful things I think I've been developing here so far: | > > | These are the useful things I think the law school already emphasizes for our toolkits: | | Close Reading of Text
Cognitive Dissonance
Communication in the Face of Intellectual Assault ("Spin," "Arguing Well" or "Dealing with the Socratic Method") | |
< < | | > > | I don't think they need further elucidation here. | | Things That Could Use Help | |
< < | These are the areas in which this place needs a lot of help, but could find it nearby:
Collaboration vs. Competition
The fixation on grades at this school is a nominally pro-student phenomenon. The firms want grades, so our students should have them to provide. This seems flimsy, and the subject has been taught at length
The justification commonly given on why we are not graded less strictly (or why we are graded at all) is that firms prefer grades. Why is this not true in Uris hall? How is it that Business School is the most touchy-feely, collaborative, judgment-free place on this campus? It seems that in the pursuit of lucre, working together works. Why is this less true for lawyers? What solo practitioner ever achieved anything without the ability to convince other people to work with her? What project ever gets done in a big firm by only one hired brain?
Face-to-face
Electronic | > > | These are the areas in which law school needs a lot of help, but we could find it nearby: | | Technological Integration | |
> > | There are distinct gains to be made in legal learning through intelligent use of technology. A large part of what we pay can be explained in economic terms as what the market will bear (ie waste). In California, correspondence law schools teach the same subjects as CLS (though quite differently) at a fraction of the cost. That simple fact militates for a reconsideration of our teaching model here, to see if we can gain some of that efficiency. The goal is not to abandon all of our classroom interactions, nor to lose our sense of community, but to strengthen both. Just because the internet has made it easier for less prestigious and less wealthy institutions to spread knowledge doesn't mean it can't do the same for schools older than our country. The future of social interaction is bound up in technology, and the better we can adapt our education to that fact, the more equipped our lawyers will be to deal with their clients' problems - both in understanding and in capacity.
Collaboration vs. Competition
The fixation on grades at this school is a nominally pro-student phenomenon. The firms want grades, so our students should have some by the time EIP rolls around. This justification is flimsy, and has been discussed at length in this class over the course of the semester. Why is doesn't it hold in Uris hall? How is it that Business School is the most touchy-feely, collaborative, judgment-free place on this campus? It seems that in the raw pursuit of lucre, working together works. Why is this less true for lawyers? What solo practitioner ever achieved anything without the ability to convince other people to work with her? What project ever gets done in a big firm by one single hired brain? Lawyers don't work in organizations any smaller than businesspeople do, in fact, they are businesspeople. Whether they litigate, negotiate, advise, or write, lawyers work for and with people. Strengthening their ability to do that should be a prime goal of law school. It's arguable that activities such as journals, moot court, and even student organizations foster that kind of collaboration, and Columbia's mandated moot court program and wide range of journal opportunities are something that help it teach its law students how to work together. That said, the core courses do not seem to foster any meaningful collaboration. Study groups may be fun, but by introducing diverging goals (grades) to compete with the shared goal of learning, collaboration is not really going to get off the ground. Of course there are always competing goals in life and work, but the blunt pressure not to help each other out makes grades worse than pointless - they're counter-productive. | | Social Relationship Construction ("Networking") | |
> > | Law schools have begun to recognize how important building a professional network is, but I am not certain they've grasped exactly how it works. Their concept of it seems to be confined to getting drunk and getting to know your peers or potential employers. More broadly, perhaps, you're encouraged to go to office hours and find a mentor. This seems to be a silly way to teach people to interact professionally, and to build professional relationships. The lack of emphasis on collaboration really goes hand in hand with this issue - people gain trust in each other and connect by working together. Until you create conditions where they have to do this in a regular, extensive and long term fashion, as in the workplace, these networks will not be built.
Project-Based Work
There is not enough follow-through and follow-up work in Law School. | | | |
< < | What I mean by all of this: | | -- By DRussellKraft - 17 Apr 2010 |
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< < | Building a Better Law School | > > | Being an Entrepreneur Lawyer
I think that we law students need similar skills, whether we want to pawn our licenses or use them productively for ourselves. I'm not sure what I've experienced over the past year has given me as much of what I'll need to do that in the coming decades as I had hoped, but there's still time. While I'm not sure what I want to do yet, I know that I don't want to tell my children I work for anyone but myself. It's about pride, and it's about clarity: picking my own clients and picking my own projects is the only way I can imagine living my life happily. To make that happen, I'll need some skills. Law School seems to be helping with some, but it could take some pages from other places for others. Thinking like an entrepreneur would do an average lawyer a lot of good. I know I'll need more than clarity of goals to help me build my practice. | | Things Done Right | |
> > | These are the useful things I think I've been developing here so far: | | Close Reading of Text
Cognitive Dissonance | |
< < | Communication in the face of Intellectual Assault ("Spin," "Arguing Well" or "the Socratic Method") | > > | Communication in the Face of Intellectual Assault ("Spin," "Arguing Well" or "Dealing with the Socratic Method") | | | |
< < | Things that could use help
Collaboration | > > | Things That Could Use Help
These are the areas in which this place needs a lot of help, but could find it nearby:
Collaboration vs. Competition
The fixation on grades at this school is a nominally pro-student phenomenon. The firms want grades, so our students should have them to provide. This seems flimsy, and the subject has been taught at length
The justification commonly given on why we are not graded less strictly (or why we are graded at all) is that firms prefer grades. Why is this not true in Uris hall? How is it that Business School is the most touchy-feely, collaborative, judgment-free place on this campus? It seems that in the pursuit of lucre, working together works. Why is this less true for lawyers? What solo practitioner ever achieved anything without the ability to convince other people to work with her? What project ever gets done in a big firm by only one hired brain? | | Face-to-face
Electronic | |
< < | Technology Integration | > > | Technological Integration | | Social Relationship Construction ("Networking") | |
> > | What I mean by all of this: | | -- By DRussellKraft - 17 Apr 2010 |
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> > |
Building a Better Law School
Things Done Right
Close Reading of Text
Cognitive Dissonance
Communication in the face of Intellectual Assault ("Spin," "Arguing Well" or "the Socratic Method")
Things that could use help
Collaboration
Face-to-face
Electronic
Technology Integration
Social Relationship Construction ("Networking") | | | |
< < | Second Paper | | | |
< < | -- By DRussellKraft - 09 Apr 2010 | | \ No newline at end of file | |
> > | -- By DRussellKraft - 17 Apr 2010 |
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