Your subscription includes a set of credentials for exclusive use. Security features have been built into this website: if someone logs in with your credentials while you are logged in, the website will automatically close your current login and you will lose access at that time. To learn more about group subscriptions for your organization, contact Shaun Witt. The program, which takes place in person at Mondale Hall and online, focuses on key topics in legal education, curriculum, and licensing, engaging law students, faculty, and staff across the country to assess gaps in standard legal education and develop alternative methods. Christopher Columbus Langdell introduced the case method when he was dean of Harvard Law School from 1870 to 1895. While many additions have been made to the law school curriculum since then, such as law writing courses, legal practice courses, and clinics, the core of law education has stagnated for more than a century and a half. You are already a paying subscriber but you have not yet registered for online access? For instructions on how to get Premium Web Access, click here. Creating the roadmap Part 2: Pedagogical considerations 10:50 a.m.: Panel Technology Literacy as a Compass to Close the Justice Gap – Drew Simshaw Teaching Students Professional Responsibility on the Different Implications of Lawyers` Ethical Duty to Technology Literacy – Jennifer Brobst More than 200 U.S. law schools graduate tens of thousands of new lawyers each year, in addition to the more than one million lawyers, who now practice in the USA. Each of these lawyers has gone through a relatively standardized training process to enter the profession. But to what extent are these graduates actually trained for the day-to-day work of a lawyer? What does a well-trained lawyer look like? And who is left out by the barriers inherent in the status quo? Critics of traditional law school models cite many of their shortcomings: they place too much emphasis on grades or doctrine, they put too little emphasis on legal practice, and the rigid formalism of law school does not allow for innovation. The Minnesota Law Review Volume 107 Symposium, “Leaving Langdell Behind: Reimagining Legal Education for a New Era,” takes place today. Law schools and admissions offices have already begun to answer some of these critical questions through incremental changes, such as: strong clinical programs, practical and simulation skills courses, writing instructions, courses that address important social issues, and programs with flexible models – such as those designed for workers.
But these reforms are far from standard, and the core of the program remains the same as it was in the 1800s. If ever there was a time for a major change in the way we train lawyers for 21st century legal practice, this is it. 11:30 a.m.: Panel What does this mean relevant to you? Creating a Technology Competency Framework to Choose Your Own Adventure – Jenny Wondracek “intentionally vague” or problematic? : Why Lawyers Need to Define the Duty of Technical Competence – Ashley Arrington Real-World Technology Expertise – Beth Parker Enter your username and password in the fields above to access subscriber content on this site. Creating the roadmap Part 3: Test Competency 15:00: Technology Competence Panel for Law Students – Korin Munsterman Open Source as an Open Path for Technology Skills Testing – Artie Berns The Ultimate Review: Technology is one of the skills tested by MPRE – Amy Emerson For more information on past UST Law Journal symposia, visit our Symposium Archives page. 8:30 a.m.: Welcome and introduction – Joel Nichols, Interim Dean and Michael Robak Associate Dean, University of St. Thomas School of Law, Minnesota.
