Next year will be year 30 since I graduated from law school. It will also mark 15 years since I began teaching law. What is perhaps most remarkably similar about both experiences is how little curriculum design and teaching methods have changed over the course of this time. Sad to say (and even harder to admit) is that law school is often neither rigorous in its methods nor very engaging the content it offers.
The format of a typical course, from a student perspective, is to read through a punishing amount of turgid prose found in judicial decisions, passively listen . . . [more]