Teknoids

The picture above was taken during my visit of the Enugu campus of the Nigerian Law School this just past Friday. This was my second stop of four. I am visiting all four campuses of the Nigerian Law School - Lagos, Enugu, Abuja and Kano.

While touring the Enugu campus, we dropped in on a Property class in progress and I was asked to say a few words on the spot.

I looked out over the 1000+ students (which is how they each law in Nigeria) and was dazzled by the colorful clothing. Many students were wearing traditional outfits and so I complimented them on the brightness of their clothing and urged them to mirror that brightness in their studies of law.

I am off to the airport in a few short hours to travel to Lagos, Nigeria for nine days visiting the four campuses that make up the Nigerian Law School. All lawyers who hope to practice in Nigeria must complete a year or more of study at one of the campuses of the Nigerian Law School.

I have been asked to visit the facilities and provide some advice on ICT-related matters. I have never been to Africa and although I won't have much time for looking around, I am thrilled by this opportunity to expand my horizons.

I hope to blog some of my experiences as well as some of my thinking. It's a tall order to be asked to consult on an entire country's legal education system in any capacity and I feel the weight of that responsibility.

In early discussions with my hosts, I find that they have the same questions and concerns that I have heard over and over from U.S. law schools and law faculty. One of their biggest concerns is how to "interest faculty in technology who are not interested in using technology" ... a very familiar concern to me. This concern about motivating faculty was very comforting to me. I was concerned that I would be going into a situation with no common ground and instead find that the issues may be quite similar to the ones I address every day with CALI.

CALI's Director of Membership, LaVonne Molde has pointed out that in my talk at AALS and in my slides, I list CALI as having only 206 U.S. law school members when that number should actually be 208!

Click here for the complete list and if you are a student or faculty at a law school that is NOT a member ... please tell me why not.

Here is the link to the screencast version of my talk at the 2008 Annual CALI Members Meeting held on Friday, January 5, 2008 in New York during AALS.

I had previously posted the podcast/audio recording and Powerpoint slides.

Here ...

AALS2008Carnegie.mp3

... is the recording of the AALS Session: Rethinking Legal Education For The 21st Century. The speakers included...

• Moderator: Edward L. Rubin, Vanderbilt University Law School
• Speakers: Vicki C. Jackson, Georgetown University Law Center
• Robert Mac Crate, Esq., Senior Counsel, Sullivan and Cromwell, New York, New York
• Martha L. Minow, Harvard Law School
• Suellyn Scarnecchia, University of New Mexico School of Law
• William M. Sullivan, Senior Scholar The Carnegie Foundation for the Advancement of Teaching, Palo Alto, California
  

Here is the recording of my talk at the 2008 Annual Membership Meeting for CALI during AALS in New York, NY on January 5, 2008 ... AALS2008CALIBreakfast.mp3

Here are the slides ... 2008AALSBreakfast_final.ppt

I will be posting a screencast version soon and posting more information about ELangdell into the future.

Paul Caron, blog-emperor and CALI Board Member asked me to contribute to the fascinating thread about "Advice to Erwin Chemerinsky".

The biggest constraint was the 250 word limit.... here's my advice...

As the Executive Director of CALI, I read a lot of feedback from students that pertains to their perceptions of legal education. The single biggest thing that students crave is more feedback. Imagine if you took a job where you were paid at the end of 15 weeks based on your performance -better performance= more pay, but you weren’t told how well you were doing until the end of the 15 weeks. That’s law school. Students are studying hard, but they aren’t sure that they know what they know until the results of the final exam are in.

I would advise Dean Chemerinsky to mandate that all classes provide some form of personal feedback to all students. This doesn’t have to be graded, but it should be substantive. This could be in the form of midterm exams, quizzes or even students evaluating each other’s mini-essays or shared collections of multiple choice questions. The technology tools exist so that this isn’t an undue burden on the instructor or require the hiring of teaching assistants for every class.

It is worth noting that feedback can be bi-directional. The aggregate results of weekly quizzes can tell the instructor where she has lost the students and should provide some additional instruction. If instructors want to read really excellent final exams, then you have to make sure that students are on track throughout the semester. The surprises you get reading the finals are no less disconcerting than the surprises that the students get when you grade it.

I am so excited to make this post.

Here's the press release.

Techcrunch mentions a new service called Usphere where undergrads can pay $65 to apply to 33 unnamed colleges. The colleges then send acceptances letters (or not) with the costs of tuition that the student would pay.

LSAC (Law School Admissions Council and purveyors of the LSAT) has had a service for a long time where law students can fill out a single application and have it transmitted to many (most?) law schools that participate in the program. It's a single-sign-on idea applied to law school applications which are pretty similar from school to school.

Professor Leiter is conducting a study of law faculty scholarly productivity (methodology here). The goal (or one goal) is...

"...what is the most effective and efficient way to measure the scholarly impact of a law faculty..."

What if you replace the word "scholarly" with "teaching"?

If you have seen this video...

...then you can imagine how hard it is to measure teaching impact in the same way as Professor Leiter is measuring scholarly impact but perhaps there are some objective numbers that can be discovered and measured.

I ran across Lee Arnold's video explaining the Bush Tax Cut some months ago and felt that it conveyed a complex topic with extreme clarity in a very short amount of time. I was gratified to see that Arnold has a series of videos on YouTube that you can access from here.

What is particularly interesting is his use of symbols that are apparently derived from the work of Howard Odum. Arnold calls it ecolanguage. Wikipedia tells me...

...Howard Thomas Odum (1924–2002), known as H.T. Odum or Tom Odum, was an American ecosystem ecologist and a professor at the University of Florida. He was collectively known as one of the "Fathers of Ecology" together with his brother Eugene...