Clinical legal education is garnering more attention as a vehicle for providing the training required to graduate “practice ready” lawyers as law schools face economic concerns and increasing expectations from the legal market. To create a school that trains practice ready lawyers, law schools are increasingly recognizing that they need significant curricular reform. Schools must combine the traditional case method of teaching with experiential learning, where the curriculum focuses not just on doctrine but on training professionals. This Article proposes accepting a framework designed to achieve such goals, wherein first year classes relate doctrine to practice more effectively and the experience culminates with students spending their third year in practice. This approach would leave creativity and expression of mission to course development within the accepted framework.
- Journal title
Boston College Journal of Law & Social Justice
- Date submitted
7 September 2022