Latest Journal of Legal Education Issue Focuses on Pedagogy, Curricula Design, and the Bar Exam

The recently published issue (73-2) of the Journal of Legal Education includes articles in three areas that have long been the publication’s focus as the journal of record for legal education: pedagogical innovation, the design of legal education and curricula, and the connections between legal education, law practice, and licensure. This is the first issue edited jointly by host institutions New York Law School and University of California, Irvine School of Law and it features the following articles: 

Introduction

• “From the Editors” by Kris Franklin, Bill LaPiana, Alison Mikkor and Austen Parrish 

Articles

• “Impact Beyond the Classroom: Teaching for Transfer” by Megan McAlpin
• “Amorality in the Lawyering Skills Classroom” by Ezra Ross
• “A Research Process for the Entire World? Challenges in Foreign, Comparative, and International Law Instruction” by Janet Kearney
• “AI Assistance in Legal Analysis: an Empirical Study” by Johnathan H. Choi and Daniel Schwarcz
• “Grade Insurance” by James Fallows Tierney
• “Breaking Down Bar Passage: Examining the Predictive Utility of Academic Performance and Student Characteristics on Subscale Scores of the Uniform Bar Exam - a Follow-Up Study” by Danielle N. Graham, Christopher M. Swoboda, and Amy N. Farley
• “An Empirical Analysis of the Impact of Student-Faculty Demographics on Law School Graduate Attrition, Attrition Rate, J.D.s Awarded, and Bar Passage” by Paola Cecchi Dimeglio
• “Determinants of Success on the Bar Exam: One Law School's Experience 2010 - 2023” by Morris A. Ratner, Stephen N. Goggin, Stefano Moscato, Margaret Greer, and Elizabeth McGriff