Teaching, Technology, and Eckstein Hall

There is convergence of ideas about teaching and technology around the Law School lately. The Law School is holding idea sessions as part of our strategic planning process.  A significant part of the discussion involves teaching: effectiveness, learners, full and part-time education.  Earlier this week Douglas Fisher published an article in the Chronicle of Higher Education on “flipping” his database course at Vanderbilt. Flipping a course refers to taking the in-class lecture component and moving it to an online component, usually accomplished by recording the lecture. Earlier this summer I attended a presentation by Professor Norman Garland (Southwestern School of Law) who flipped his Evidence course and reported on the process and results. These threads all come together this week for me.

We haven’t flipped any classes here but we have blended (a term Garland prefers to flipping) a few. Some MULS faculty have been long time adopters of technology both in the classroom and outside. Many have electronic course pages, electronic supplements, electronic casebooks, and even video webcasts of course supplements. Several faculty here have blended some of their traditional in-class instruction with required out-of-class viewing of lectures. The MULS faculty who have blended their classes use the out-of-class lecture to establish the basics of the topic, which means in-class instruction can focus less on establishing the topic and more about exploring its nuances and its applications.

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Looking at the Increase in the Number of Law Schools and Law Students, 1950-2010

There seems to be a consensus today that the United States has too many law schools and too many law students.

The table below looks at how we reached the current situation. It compares the increase in the number of law students and ABA accredited law schools to the general growth of the U.S. population on a decade by decade basis for the past 60 years.

Decade GeneralPopulation Increase Increase in Law School Combined Annual Enrollment Increase in Number of ABA Accredited Law Schools
1950-60 18.5% -16.9% 12.3% (114 to 130)
1960-70 13.3% 80.1% 10.8%  (130 to 144)
1970-80 11.5% 85.5% 17.4%  (144 to 169)
1980-90   9.8%   4.1%   3.6%  (169 to 175)
1990-00 13.2%   0.6%   4.0%  (175 to 182)
2000-10   9.7%  17.8%   5.4%  (182 to 200)

As the table indicates, there has never been a correlation between general population growth and increases in law schools and law students.

Although the decline in the number of law students in the 1950’s may be somewhat exaggerated by the fact that law school enrollment boomed in the late 1940’s because of the disruptive effects of the Second World War and the benefits provided by the GI Bill, the period was a remarkably stable era for legal education. Although the number of ABA-accredited law schools increased by 16 in the decade, there was no growth in the number of law students. Law schools remained essentially the same size across the decade or else reduced their enrollments.

In contrast, the decade of the 1960’s and 1970’s saw an enormous increase in the number of law students: a 234% increase over the 20 year period. (This figure compares the enrollment in the 1959-60 academic year with the enrollment in 1979-80.) This enormous growth occurred even though the number of law schools increased only by 30%, from 130 to 169. Obviously, lots of law schools got much larger in these two decades. Presumably, this increase was justified by an increase in the demand for legal services.

In contrast, the period between 1980 and 2000, was a period of remarkable stability for legal education. Total law school enrollment increased by less than 5% over the twenty year period, while the number of law schools increased by less than 8%.

Obviously, the stability of the final two decades of the 20th century ended in the first decade of the 21st. The current economic climate suggests that the nearly 18% increase in the number of law students was not economically warranted.

Why did this happen? What caused the controls exercised in the 1980’s and 1990’s to break down?

Knowledgeable observers are likely to cite the 1995 consent decree between the American Bar Association and the Clinton Justice Department in which the ABA agreed to relax the accreditation standards for new law schools. Moreover, in 2006, the Justice Department levied a fine on the ABA for violating the decree. Regardless of the degree to which the ABA lived up to its part of the agreement, it was clearly easier to establish a new ABA-accredited law school after 1995 than it was before.

However, the number of new ABA-accredited law schools in the first decade of the 21st century is not that out of line with the historical pattern. Between 1950 and 2000, the ABA accredited, on average, 13 or 14 new law schools per decade; between 2000 and 2010, the number was only 18.

While new law schools are responsible for part of the increase in the number of law students between 2000 and 2010, they do not explain the entire increase. Existing law schools also increased their size during the decade.

What the pattern will be in the 2010’s is not at all clear.

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Study Finds That Second Year Law Students Pay Less Attention Than Their First and Third Year Counterparts

Student use of laptop computers to surf the web during law school classes has been a much debated “problem” in legal education for more than a decade.

A recent study conducted at St. Louis University suggests that the practice is wide-spread, and that second year law students are most likely to use their laptops for “off-task” purposes. According to research conducted in 2010 by Kim Morse, the associate director of writing support at SLU Law School and a doctoral candidate in education, second year law students spent 42% of their in class time involved in “off-class” Internet activities. In comparison, the figures for first year and third year students were 35% and 25%, respectively.

The study also showed that there was no apparent correlation between laptop misuse and poor grades and that students with high LSAT scores were more likely to be surfing the Internet than their lower-scoring counterparts. In addition, classes taught by the Socratic method featured higher levels of laptop misuse than those taught by other methods.

Morse’s survey included just five classes during one semester at one law school. Students in the surveyed classes were told that they were being observed for class participation, but were not told that the way in which they used their laptops was specifically monitored. Given the admittedly small sample size, generalizations based on the study should be made with caution.

Moreover, in a world where multi-tasking has become the norm, one cannot necessarily assume that a student who is looking at unrelated websites is not also paying attention to the class.

 

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