The beginning of another academic year has me reflecting on what more we can give students beyond the curriculum.

We spend considerable time thinking about what students need to know and what they need to be able to do. We develop learning outcomes, create assignments, design simulations, evaluate learning, and provide feedback. All those things are important. However, some of the most valuable learning opportunities are not found in the curriculum at all.

Sometimes, they arrive in an email.

I remember an interaction with a student from several years ago. The student had sent a series of emails that were, . . . [more]

Two columns ago, I followed the money through a law firm’s student recruitment program and found nearly $500,000 a year in lawyer time and expenses before a single billable hour was worked. Last column, I followed that same money into the delegation of actual work and found that firms were quietly losing much of it back through vague instructions, overworked memos, and write-downs nobody quite wants to talk about.

This column follows that same money to where it gets spent – on the reps junior lawyers used to log before anyone trusted them with something that mattered. Those reps are . . . [more]

…All my notions – notions of good and evil, of pleasant and unpleasant, of funny and serious, of ugly and beautiful – are essentially middle-class notions; my taste in books and food and clothes, my sense of honour, my table manners, my turns of speech, my accent, even the characteristic movements of my body, are the products of a special kind of upbringing and a special niche about half-way up the social hierarchy.

-George Orwell, The Road to Wigan Pier

Many in the legal profession who came from a working- or middle-class background can relate intimately to Orwell’s account of . . . [more]

In a previous article, I wrote about the benefits of simulations in jump-starting learning. In this article, I want to focus on one specific aspect of simulation: the use of simulated clients.

Medicine has long used simulated patients to help students develop practical skills and bedside manner. The use of simulated clients to support law student learning is a more recent development. Through the pioneering work of Paul Maharg and others, simulated clients have become an important educational tool in legal education in Canada and around the world.

Rather than discussing the history of simulated clients or the training they . . . [more]

Early in my career in education, I was introduced to a learning scale that offered both my students and me a different way of thinking about competency. The scale looks like this:

Understanding the Competency Continuum

Let’s consider this through a real-world example: learning to drive a car.

Before you begin learning to drive, you have little understanding of either the process itself or the rules of the road. At that stage, you are unconsciously incompetent. You do not yet know what you do not know.

As you begin to learn, however, you quickly realize how much there is . . . [more]

A few years ago, I was asked to review a law firm’s student recruitment program. The firm had a respected brand, an engaged student committee, and a long history of bringing in summer and articling students.

The assignment seemed straightforward: review the process and suggest ways to strengthen the program.

So, I began by following the time.

There were student committee meetings. Planning sessions with marketing and talent professionals. Law school outreach events and receptions. Resume reviews. Interview preparation. Full days of interviews involving partners, associates, and administrators. Post-interview debriefs. Offer discussions. Candidate follow ups.

By the time the exercise . . . [more]

During the ten years I spent closely involved in teaching articled clerks lawyering skills, I often described the program—only half jokingly—as “How to Deal with Humans.”

This past October, I read an article by Jordan Furlong titled “Three core attributes of tomorrow’s lawyer,” and I’ve been thinking about it ever since. One of the attributes Furlong identifies is personal trustworthiness. He uses this category to capture what he calls “relational skills”: empathy, listening, collaboration, judgment, and discretion. In short, he is talking about relationship-building.

But why are we still talking about this?

Shouldn’t law students arrive in practice with . . . [more]

For most of my career, I have worked on the inside of law firms — advising partners, managing change, fixing things that quietly but persistently get in the way of good work. Strategy. Marketing. Associate retention. Recruitment. Training. Culture. All the unglamorous but consequential pieces that impacts whether a firm thrives or stalls.

Along the way, I noticed something that never really changed.

Every year, bright, capable law students arrive at firms deeply motivated to do well — and surprisingly underprepared for what the job actually requires. Not because they lack intelligence or work ethic, but because no one ever . . . [more]

Experiential learning—learning by doing—is central to competency‑based education because it bridges theory and practice. The question for instructors is not whether experiential learning matters, but how best to support learners on that journey. Should instructors be teaching, facilitating, or something else entirely?

Teaching vs. Facilitating: What’s the Difference?

To answer that question, it helps to clarify the distinction between teaching and facilitating.

Teaching focuses on the delivery of knowledge from an expert to a learner. It is most often associated with lectures or demonstrations, where the instructor’s role is to explain concepts, model skills, and ensure learners understand foundational theory. . . . [more]

When starting a PhD thesis or other long piece of writing (any substantial intellectual project really), choosing the right topic is a significant part of whether the end result will be successful. Graduate students choose their topics in many ways. Some see postings for PhD positions within research groups and apply to work on a project with a particular researcher. Some may start a degree program and decide on a topic after they’ve spent time with the subject. And some have a passion for a particular topic and want to spend several years working deeply on it to move the . . . [more]

Law schools everywhere are confronting the same issue: how to use AI to help rather than hinder student learning.

In an earlier column, I speculated on ways we might help law students foster good over bad uses of AI. A paper published this summer by Dutch law professor Thibault Schrepel surveys the growing literature on experiments with AI in legal education. His overview provides a more concrete sense of what better uses of AI might entail.

These applications all have potential pitfalls, but these too can be harnessed as part of the learning process. To begin with the most . . . [more]

In early 2025, I participated in the Society for Experiential Education’s Experiential Education Academy. One of the sessions I attended focused on reflection, one of the eight principles of good practice in experiential learning. While we discussed the benefits of reflection, what struck me most was a comment made during the session: students needing to be taught how to reflect.

That’s right, reflection is not an innate ability. It is a skill we must learn.

That knowledge clarified many of my past experiences in legal education. Student don’t often like to reflect. Of course, they don’t, they don’t understand its . . . [more]