[Editor’s Note: This month, we asked a few veteran faculty members to share their reflections on what has changed the most in legal education since they became law professors.  This is the sixth and final entry in the series.]

Legal education is no longer lean. When I was hired as Marquette Law School’s third administrator in 1975, the Law School had about a dozen full-time faculty members and three professional law librarians. These days, the Law School has a dozen administrators, forty or so full-time faculty, and more than a dozen professional librarians. The Law School facility is more than three times larger than when I started at the Law School. That enrollment is up some, from about 450 full-time students to about 600 full-time students and another 150 part-time students, accounts for only a fraction of the growth.

The principal change I’ve seen in my 35+ years at the Law School (I was an adolescent when first employed by Marquette) is this amazing growth in the resources and cost of legal education. Students are paying unprecedented amounts for a law school education and receiving access to unprecedented resources in return.

Some of the most important new resources and costs are those mentioned by my colleagues in this blog series.  

[Editor’s Note: This month, we asked a few veteran faculty members to share their reflections on what has changed the most in legal education since they became law professors.  This is the fifth in the series.]

As I finish my twenty-second year as a law professor, I marvel at how technological advances and the proliferation of specialty courses have changed (and, in most instances, improved) legal education since I began my academic career in 1990.  Yet I am mindful that the essential components of a high-quality legal education remain unchanged (e.g., an interactive and engaging academic environment that stimulates critical thinking, reasoned legal analysis, creative problem solving, an understanding of legal doctrine and policy, and the development of effective verbal and written communication skills).

There were no laptops in the classroom when I begin teaching twenty-two years ago, and handwritten exam answers were the norm. Now it’s rare to see any student without his or her PC during class.  

[Editor’s Note: This month, we asked a few veteran faculty members to share their reflections on what has changed the most in legal education since they became law professors.  This is the fourth in the series.]

Since 1995, when I first joined Marquette’s law faculty, one of the most obvious changes I have witnessed has been an increase in the interdisciplinary nature of legal scholarship and, not uncoincidentally I believe, the number of interdisciplinary (“law and”) courses that law schools, including Marquette, offer their students.  Certainly these trends were on the rise before 1995, but their present pervasiveness across law school faculties and curricula seems to me to mark a cumulatively significant change.

This development likely has multiple causes.  The influx into law faculties of those holding doctoral degrees in other fields, noted recently by Professor Hylton, is certainly one, although the ready susceptibility of law or legal topics to analysis by these other disciplines suggests that other factors are at work.  One haunting explanation, of course, is that law is perhaps not a genuinely autonomous discipline after all, but rather little more than the procedure-laden application of independent fields of knowledge to the prevention and resolution of conflict.

Whatever its causes, this development likely has also generated multiple consequences, some of which might be seen as benefits, others as costs.