The University of Ottawa Faculty of Law, Common Law Section, is celebrating two important anniversaries this year: the English Common Law Program’s 60th and the French Common Law Program’s 40th anniversary. Reflecting on a law school’s history and development naturally leads one to ponder the changing nature of legal education and the evolving functions law schools serve in Canadian society. If lawyers bear the honorable burden of maintaining the public trust in the administration of justice – a trust they earn through competence and integrity – then the function of law schools must be to equip law . . . [more]
Archive for the ‘Legal Education’ Columns
For the past few years, Queen’s Law has been exploring new teaching and learning tools in the classroom and beyond. “Blended” learning has been a growing component in our teaching: providing more course materials and videos online, so instructors can use more of the classroom time for discussion, problem solving and the application of the materials – and less time in a traditional top-down lecture format. And, while that approach is not new, it has led to other educational initiatives at Queen’s.
The Association for Canadian Clinical Legal Education (ACCLE) and the Canadian Association of Law Teachers (CALT) held a joint annual conference for the first time at the University of Victoria June 8-10. The theme was “The Whole Lawyer,” with many sessions focusing on experiential learning.
The keynote was an interesting talk by Justice Rebecca Love Kourlis, Executive Director of the Institute for the Advancement of the American Legal System at the University of Denver. The IAALS is a think tank working on the development and application of innovative solutions for the toughest problems facing the US courts and legal profession. . . . [more]
A Pedagogic Paradigm Shift in Clinical Legal Education: Towards Placing Practical and Theoretical Knowledge on an Equal Footing?
In recent years the role of clinical experiential learning has become increasingly relevant within law schools as questions arise regarding the most appropriate method of delivering legal education and training lawyers. Should it focus on classroom-driven theoretical knowledge? Should it focus on apprentice-style internships in the field? Or, is preparing lawyers for practice best achieved through a combination of both classroom theory and clinical work experience? Despite varying views on these positions, one thing seems certain, legal education is in transition. Federations, law firms, and students alike are calling for more training in core competencies that go beyond theoretical knowledge, . . . [more]
Harvard Law’s recent relaxation of the LSAT requirements by allowing applicants to take the GRE has spurred a debate in the Canadian context about whether it is prudent to maintain the strict LSAT requirements for law school admissions. So far, the deans of two law schools – Dean Sossin of Osgoode Hall and Dean Holloway of Calgary Law – have taken a public stand in support of the LSAT. The arguments cited are not new. The LSAT, it is argued, is a useful comparative tool that allows admission committees to compare the logical reasoning of their applicants. It is also . . . [more]
Background of Law Students in the Family Courts
We all know the numbers in Ontario’s family courts. At least 60% of parties are unrepresented. They do worse than those with representation. The Family Court Rules are paper-heavy, with many deadlines, complicated financial calculations, and all kinds of forms to be drafted. Family lawyers will tell you it’s difficult enough for them to manage all of this, let alone an untrained individual.
Regrettably, the Family Courts in Ontario are an example of justice for those with money, and little justice for those without. This is one reason why Canadians are losing . . . [more]
Experiential learning was placed on the agenda for North American law schools when Educating Lawyers by the Carnegie Foundation for the Advancement of Teaching was published in 2007 (commonly called the Carnegie Report).
The Carnegie Report called for law schools to integrate “the three apprenticeships” of legal education into their curricula: theory, ethics, and practical skills. Over the past decade, many US law schools have taken up the challenge.
Canadian law schools have been slower to respond, but momentum is building for the integration of practical skills into the curriculum. A listing of experiential learning opportunities in Canadian law . . . [more]
For the first time in recent memory, the Federation of Law Societies of Canada and representatives of Canadian law schools met in New Brunswick on October 19-20, 2016 to talk about legal education.
A Brief History of Law Societies v. Law Schools
Here is some background that will help readers understand why this meeting was so important.
Canadian law schools have traditionally had a fairly free hand in setting their curriculum and the requirements for graduation. Law societies set the requirements for the call to the bar in each province. However, the profession has over the past century played a . . . [more]
Student Loan Debt: A Crisis for Law Students, Young Lawyers and Far Too Many Underserviced Communities
It is a distinct honour for me, in my capacity as Dean of Law at Thompson Rivers University (TRU Law), to provide a contribution to the Canadian Council of Law Deans series of important issues affecting legal education and the legal profession. I have chosen to select the critical challenge for today’s law students (and recent law graduates) of the ever increasing costs of legal education in Canada. I recently was talking with a law classmate of mine (UBC ’75,) who is now a distinguished justice, about tuition fees. His recollection was that we were paying approximately $450/year to pursue . . . [more]
Over 225 persons from 18 countries attended the annual conference of the Association for Canadian Clinical Legal Education (ACCLE) held in conjunction with the conference of the International Journal for Clinical Legal Education (IJCLE) at the University of Toronto from July 10-12, 2016. This was the first time that IJCLE had held its conference in North America, and the first time ACCLE had an international aspect to its conference.
Papers and presentations came from all over the globe – Australia, South Africa, Mexico, Thailand, Kenya, and the usual suspects in Canada, the UK, and the US. The program was broad, . . . [more]
The debate between law societies and universities about the contours of law degrees has been at the forefront of discussions between law schools and law societies for the past ten years. In order to control entry into the market of new Canadian faculties of law or foreign universities offering Canadian Law degrees, the Federation of Law Societies has sought to define what is a Canadian law degree. It has defined “core” competencies. Provincial Law Societies also describe the “competencies” required of their members. For example, the Law Society of Upper Canada conditions entry to the Bar to the acquisition of . . . [more]
I first became aware of the movement in US law schools towards experiential learning with the publication of the Carnegie Report in 2007. The Carnegie Report recommended that law school should integrate “the three apprenticeships”: theory, practical skills, and ethics.
A few years later, New York Law School and Harvard Law School joined forces, with each hosting a conference on this topic.
Building on this momentum, in 2012 Northeastern Law School in Boston hosted the first ever National Symposium on Experiential Learning in Law. I was fortunate to attend, and it was an eye-opener for me. I learned how diverse . . . [more]