I am enjoying reading the current issue of the Journal of Legal Education. In particular, the second article, From Snail Mail to E-mail: the Traditional Legal Memorandum in the Twenty-First Century, authored by Kristin K. Robbins-Tiscione, has gotten me thinking about the documents we use to teach students in the first-year writing courses.
That’s the question that came to my mind after reading this article in the Boston Herald about the effects of a bitterly contested presidential election on employee productivity. My colleague Paul Secunda is quoted in the article, noting that emotions are at an especially high level in this election year. And if the workplace is being affected, I’m guessing the classroom is, too.
The second installment of the symposia celebrating the 100th anniversary of the founding of Marquette Law School was convened earlier today. The same panel of scholars from the first session returned to discuss the period from 1908 to 1940. Joseph Ranney began by explaining how this time period saw the bureaucratization and professionalization of both legal education and the bar, and how these trends shaped the development of the Marquette Law School. In particular, Mr. Ranney noted the importance of the creation of the American Association of Law Schools, which sought to establish an accreditation process for law schools, and the transformation of law school faculties from exclusively part-time/adjunct professors to a combination of full-time and part-time/adjunct professors.