Law School Grades
Nick Morgan over at De Novo takes on the law-school grading establishment, with a great deal of justice. I doubt I have much to say about pedagogical method--I'm a lousy teacher, although I can explain economic concepts fairly well--but I was struck by one comment:
The obvious counterpart is that what students are expected to learn�and how they are expected to demonstrate learning�is up for grabs too. And that�s what makes being a law student wonderful, at times. I wouldn�t dare suggest that law schools normalize their pedagogy. Instead, law professors should more carefully examine the considerable challenges facing students who must not only learn the law, but learn each professor�s peculiar vision of the law, each professor�s unique and often unshared theoretical assumptions. Misunderstanding these assumptions could easily be the difference between an �A� and a �C��a misunderstanding that may reflect a student�s mind-reading prowess, but little of the student�s legal potential.
I couldn't agree more strongly, with one caveat: that testing someone's 'mind-reading' potential isn't actually a bad thing for anyone who's going to be in a service industry. Obviously I've never practiced law, but I've found 'second-guessing' what my professors want to be a process very similar to guessing what my clients wanted when I was a web consultant. Indeed, it's nowhere near as frustrating as guessing what some of my former bosses wanted, especially the one for whom every project constituted a test of my 'business acumen.'
I'm spending the week starting my exam preparation for this term the same way I did last semester: putting together a project plan listing each of the topics covered by my professors, and allocating a bit of time to cover each. When I write my outline, the first thing in my mind is, "What does Prof. X want to hear about this?" Often this is substantially different from what I'd like to say, but in this sense my professor is my 'client,' this is my 'job,' and the final product of an exam paper is simply the milestone which has to be handed in.
It's not a great strategy for learning, but I've never found that I learn very much that's useful in classrooms anyway. (Believe me, if top-ranked firms offered apprenticeship programs that would allow me to pass the bar without attending law school, I'd not be here.) It is a reasonable strategy for pleasing clients and, by extension, law professors.
I'm reasonably certain that it's a useful skill in a lawyer, too. I'll be surprised if legal clients are any better at accurately estimating what they actually want or need than the clients of a marketing agency. So to the extent that it's 'tested,' inadvertently or not, in law school, employers may actually find that beneficial.
Comments
Posted by: Visible Hand | March 16, 2004 4:01 PM
Posted by: Fr. Bill | March 16, 2004 5:09 PM
Posted by: angry 2L to be (maybe) | June 14, 2004 7:45 PM
Posted by: Jon | July 20, 2004 1:26 AM
Posted by: Jon | July 20, 2004 1:28 AM