Download or read book Student Engagement in Law Schools written by Indiana University, Law School Survey of Student Engagement and published by . This book was released on 2004 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Law School Survey of Student Engagement (LSSSE) documents dimensions of quality in legal education and provides information and assistance to law schools and other organizations to improve student learning. LSSSE annually surveys law students to assess the extent to which they engage in educational practices associated with high levels of learning and development. This paper presents findings from the first annual LSSSE. More than 13,000 law students from 42 law schools filled out the LSSSE survey in spring 2004. Promising findings include: (1) About 4 in 5 (82%) law students rated their law school experience "good" or "excellent," and a similar number (79%) would "probably" or "definitely" attend the same law school; (2) Two-thirds (68%) of law students spent more than 20 hours per week preparing for class, and 87% came to class with their readings or assignments completed; (3) Almost 9 in 10 (88%) students said their law school, to a substantial degree, emphasizes studying and spending time on academic work; (4) Three-fourths (76%) of students indicated their school placed a substantial degree of emphasis ("very much" or "quite a bit") on the ethical practice of the law; (5) Most students (94%) were "satisfied" or "very satisfied" with the library assistance at their law school; (6) Four-fifths of students had, or plan to have, a clinical internship or field experience while in law school; (7) About 74% of law students frequently ("very often" or "often") integrated ideas from various sources into papers or projects; (8) More than four-fifths (82%) of law students reported that their classes placed a substantial amount of emphasis ("quite a bit" or "very much") on applying theories or concepts to practical problems; (9) Part-time law students viewed their campus environment as equally supportive as their full-time counterparts; (10) More than half (56%) of students frequently ("often" or "very often") had serious conversations with students from different racial and ethnic backgrounds; and (11) Almost all students (96%) at least occasionally asked questions in class or contributed to class discussions. Disappointing findings include: (1) About one-third (32%) of students never discussed ideas from their classes or readings with a faculty member outside of class; (2) More than half (56%) of 3L and 4L students had not participated in volunteer or pro bono work in law school; (3) About 1 in 5 students (18%) say they "never" get prompt written or oral feedback from faculty members; (4) More than half (56%) of students reported that they will incur $60,000 or more of educational debt by the time they graduate from law school; (5) About 6 in 10 (63%) students said their law school gives little emphasis to providing the support needed for a successful employment search; and (6) Half of students are "unsatisfied" or "very unsatisfied" with the job search help and career counseling their law school provides. A list of notes is included. (Contains 5 tables and 4 figures.).
Download or read book Student Engagement in Law Schools written by and published by . This book was released on 2004 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Engagement in Law School written by Indiana University, Law School Survey of Student Engagement and published by . This book was released on 2010 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Law School Survey of Student Engagement (LSSSE) focuses on activities related to effective learning in law school. The results of this year's survey show how law students use their time and what they think about their legal education experience, while simultaneously providing guidance to law schools seeking to improve engagement and learning. The findings on the law school student experience reported in this report are based on responses from nearly 25,000 law students at 77 law schools who completed LSSSE in spring 2010. Results from several sets of experimental questions appended to the 2010 survey for a subset of respondents also are drawn upon. This study features three themes: (1) "From Law Student to Lawyer"; (2) "Understanding Motivation"; and (3) "Outside the Classroom". (Contains 6 tables, 8 figures and 18 notes.) [For the 2009 annual survey results, see ED512516.].
Download or read book Student Engagement in Law School written by Indiana University, Law School Survey of Student Engagement and published by . This book was released on 2009 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Law School Survey of Student Engagement (LSSSE) focuses on activities that affect learning in law school. The results in this year's survey show how law students use their time, what they think about their legal training, and what law schools can do to improve engagement and learning. The selected results reported in this study are based on responses from 26,641 law students at 82 law schools who completed LSSSE in spring 2009. The researchers also draw upon several sets of experimental questions appended to the survey for a subset of the 2009 respondents. This study features three themes: (1) "Another Look at Faculty Feedback"; (2) "Beyond the Classroom"; and (3) "Legal Education in a Changing World". Findings, both promising and disappointing, are presented. (Contains 5 tables, 7 figures, 9 resources and 4 footnotes.) [For the 2008 annual survey results, see ED506934.].
Download or read book Student Engagement in Law School written by Indiana University, Law School Survey of Student Engagement and published by . This book was released on 2008 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Law School Survey of Student Engagement (LSSSE) documents dimensions of quality in legal education and provides information about law student participation in effective educational activities that law schools and other organizations can use to improve student learning. The insights into the law school student experience reported in this study are based on responses from nearly 30,000 law students at 85 law schools who completed LSSSE in spring 2008. The researchers also draw upon several sets of experimental questions appended to the survey and given to a subset of the 2008 respondents. This study features three themes: (1) "Ethical and Professional Development in the Law School"; (2) "Developing Legal Skills"; and (3) "Computers in the Law School Classroom". Findings, both promising and disappointing, are presented. (Contains 9 tables, 7 figures, 6 resources, and 2 footnotes.).
Download or read book Navigating Law School written by Indiana University, Law School Survey of Student Engagement and published by . This book was released on 2011 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Law School Survey of Student Engagement (LSSSE) focuses on activities that affect learning in law school. This year's results show how law students spend their time, what they think about their experience in law school, and guide schools in their efforts to improve engagement and learning. The selected results are based on responses from more than 33,000 law students at 95 law schools in the U.S. and Canada who completed LSSSE in spring 2011. Promising findings include: (1) The vast majority of students rated their overall law school experience favorably; 83% reported that their experience in law school was good or excellent; (2) Eighty percent of students said that they definitely or probably would attend the same law school if they could start over again; (3) Students with high levels of law school-related debt more often used and were satisfied with career support at their law school. Of students who expected to owe more than $80,000 in law school-related debt after graduating, 64% used and were satisfied with job search support, and 84% used and were satisfied with career counseling at their school; (4) Nearly 80% of students discussed their career plans with faculty at some point during law school; (5) Ninety-three percent of students have had serious conversations at some point during law school with students who are very different from themselves in terms of their religious beliefs, political opinions, or personal values, and 62% of students have had these conversations frequently; (6) A large majority (91%) of students have had serious conversations during law school with students of a different race or ethnicity; (7) Nearly four in five students (79%) reported that their law school placed a substantial emphasis on encouraging the ethical practice of law; (8) Half of students (51%) rated their relationships with faculty very highly (6 or 7 on a 7-point scale) in terms of availability and helpfulness; and (9) Nearly nine in 10 students (88%) felt that their law school experience contributed substantially to the acquisition of a broad legal education. (Contains 6 tables, 8 figures and 20 notes.) [For "Student Engagement in Law School: In Class and Beyond. Annual Survey Results, 2010," see ED514585.].
Download or read book Student Engagement in Law School written by Indiana University, Law School Survey of Student Engagement and published by . This book was released on 2007 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Law School Survey of Student Engagement (LSSSE) documents dimensions of quality in legal education and provides information about law student participation in effective educational activities that law schools and other organizations can use to improve student learning. This paper presents select findings from the 2007 survey administration, focusing on some main themes. "Engagement and Age" looks at issues surrounding the new face of law student populations. Much has been written about the differences between the Millennial generation and its predecessors, and the LSSSE data help individuals understand such differences in the law school context. Next, "Law School Characteristics and Student Engagement" explores the ways in which the student experience differs by the types of law school students attend. "Race and Ethnicity and Student Engagement" explores the experiences of minority law students. Finally, "Another look at the 3L Experience" takes a closer look at the third year of law school to better understand how 3Ls spend their time, and what experiences seem to be most beneficial during this final year of study. A list of resources is included. (Contains 9 tables, 6 footnotes and 7 figures.) [For "Engaging Legal Education: Moving beyond the Status Quo. Annual Survey Results, 2006," see ED528384.].
Download or read book Student Engagement in Law School written by and published by . This book was released on 2007 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Relationship Between Law Student Engagement with Professional Development Services and Post graduate Employment Outcomes written by Erin L. Fullner and published by . This book was released on 2018 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In order to provide effective career and professional development services for law students, law schools must build a better understanding of whether student engagement with school-provided career services bears a relationship to post-graduate employment success. The following research examined the relationship between law student engagement with career and professional development services and post-graduate employment outcomes through analysis of archival data of particular student job search behaviors, along with their employment outcomes, in the ten months following graduation from law school. The study specifically examined data provided by recent graduates (the classes of December 2015 through August 2016) of a mid-sized, diverse, private, religiously-affiliated law school in the Pacific Northwest. The data were collected by the law school's career office using an adaptation of a standard graduate employment survey provided to American law schools. Using SPSS, data were then analyzed using Fisher's Exact Test, with engagement with the career office as the presumptive independent variable, and employment status as the dependent variable. Though the calculations revealed overall higher rates of the highest standard of employment for graduates who used school-provided career services, the results were, for the most part, not statistically significant"--Abstract.
Download or read book Student Engagement in Law Schools written by and published by . This book was released on 2007 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Annual survey results from participating law schools and their students. Focuses on promising teaching methods, learning practices, and other aspects of the law school environment thought to contribute to high levels of student performance. Three-fifths of the 2007 survey respondents are from the Millennial generation, and the survey focuses on their attitudes toward the law school experience.
Download or read book Student Engagement in Law School written by Indiana University, Bloomington. Center for Postsecondary Research and published by . This book was released on 2009 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Unequal Profession written by Meera E Deo and published by Stanford University Press. This book was released on 2019-02-05 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of the experiences of women of color law school faculty and the effect of race and gender on legal education. This book is the first formal, empirical investigation into the law faculty experience using a distinctly intersectional lens, examining both the personal and professional lives of law faculty members. Comparing the professional and personal experiences of women of color professors with white women, white men, and men of color faculty from assistant professor through dean emeritus, Unequal Profession explores how the race and gender of individual legal academics affects not only their individual and collective experience, but also legal education as a whole. Drawing on quantitative and qualitative empirical data, Meera E. Deo reveals how race and gender intersect to create profound implications for women of color law faculty members, presenting unique challenges as well as opportunities to improve educational and professional outcomes in legal education. Deo shares the powerful stories of law faculty who find themselves confronting intersectional discrimination and implicit bias in the form of silencing, mansplaining, and the presumption of incompetence, to name a few. Through hiring, teaching, colleague interaction, and tenure and promotion, Deo brings the experiences of diverse faculty to life and proposes several mechanisms to increase diversity within legal academia and to improve the experience of all faculty members. Praise for Unequal Profession “Fascinating, shocking, and infuriating, Meera Deo’s careful qualitative research exposes the institutional practices and cultural norms that maintain a separate and unequal race-gender order even within the privileged ranks of tenure-track law professors. With riveting quotes from faculty across a range of institutional and social positions, Unequal Profession powerfully reminds us that we must do better. I saw my own career in this book—and you might, too.” —Angela P. Harris, University of California, Davis “A powerful account of inequality in legal academia. Quantitative data and compelling narratives bring to life the challenges and roadblocks in gaining not just entry and tenure but also respect for the voices of minority women within the academy. There are no easy remedies, but reading this book is a good place to start for lawyers and law professors to understand what minority women face and which practices can increase the odds of success.” —Bryant G. Garth, University of California, Irvine “Unequal Profession should be mandatory reading for everyone in legal academia . . . . By providing concrete evidence of systemic discrimination, Meera Deo illuminates a long-standing problem needing to be remedied.” —Sarah Deer, University of Kansas
Download or read book Student Engagement in Law School written by Indiana University, Bloomington. Center for Postsecondary Research and published by . This book was released on 2010 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Engagement in Law School written by Indiana University, Bloomington. Center for Postsecondary Research and published by . This book was released on 2008 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Law School Years written by Indiana University, Law School Survey of Student Engagement and published by . This book was released on 2005 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Law School Survey of Student Engagement (LSSSE) documents dimensions of quality in legal education and provides information about law student participation in effective educational activities that law schools and other organizations can use to improve student learning. This paper presents findings from the second LSSSE. Promising findings include: (1) Students who frequently received prompt oral or written feedback from faculty were more positive about their overall law school experience; (2) Nine in 10 students said their law school, to a substantial degree ("quite a bit" or "very much"), emphasized studying and spending time on academic work; (3) More than four-fifths of law students reported their classes emphasized to a substantial degree applying theories or concepts to practical problems; (4) About three-quarters of law students frequently ("very often" or "often") integrated ideas from various sources into papers or projects; (5) Part-time and full-time law students did not differ in terms of how they perceived the degree to which the law school environment supports their academic and social needs; (6) More than one-half of students frequently ("often" or "very often") had serious conversations with students from different racial and ethnic backgrounds; (7) Students who had more experiences with diversity in law school were more likely to report they benefited from law school and were more satisfied with their overall law school experience; (8) First-year law students who were satisfied with academic advising were more likely to perceive the law school environment as supportive and were more satisfied with their overall law school experience; and (9) Students who were satisfied with career counseling and job search assistance gained more in acquiring work-related knowledge and were more likely to have indicated they would attend the same law school if they could start over again. Disappointing findings include: (1) One-fourth (25%) of graduating law students (full-time 3L and part-time 4L) frequently came to class unprepared, compared with only seven percent of 1Ls; (2) About one in six students "never" received prompt written or oral feedback from faculty members; (3) About two-fifths of law students spent "no time" on cocurricular activities; (4) While the proportion of students seeking career counseling and job search help increased each year of law school, satisfaction with these services generally decreased; (5) About one-third (36%) of 1L students who sought personal counseling from their law school were "unsatisfied" or "very unsatisfied" with the counseling they received; (6) Almost one-half of students said their school did very little to help them cope with their nonschool activities (family, work, etc.); (7) International students viewed their relationships with classmates as less friendly and supportive than their American counterparts; and (8) The nine out of 10 JD students who incur debt to attend law school indicated they will owe more than $77,000 when they graduate. (Contains 7 figures and 5 tables.) [For "Student Engagement in Law Schools: A First Look. Annual Survey Results, 2004," see ED528392.].
Download or read book Student Engagement Techniques written by Elizabeth F. Barkley and published by John Wiley & Sons. This book was released on 2009-10-06 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keeping students involved, motivated, and actively learning is challenging educators across the country,yet good advice on how to accomplish this has not been readily available. Student Engagement Techniques is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. The ready-to-use format shows how to apply each of the book's techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources. "Given the current and welcome surge of interest in improving student learning and success, this guide is a timely and important tool, sharply focused on practical strategies that can really matter." ?Kay McClenney, director, Center for Community College Student Engagement, Community College Leadership Program, the University of Texas at Austin "This book is a 'must' for every new faculty orientation program; it not only emphasizes the importance of concentrating on what students learn but provides clear steps to prepare and execute an engagement technique. Faculty looking for ideas to heighten student engagement in their courses will find usefultechniques that can be adopted, adapted, extended, or modified." ?Bob Smallwood, cocreator of CLASSE (Classroom Survey of Student Engagement) and assistant to the provost for assessment, Office of Institutional Effectiveness, University of Alabama "Elizabeth Barkley's encyclopedia of active learning techniques (here called SETs) combines both a solid discussion of the research on learning that supports the concept of engagement and real-life examples of these approaches to teaching in action." ?James Rhem, executive editor, The National Teaching & Learning Forum
Download or read book Law School Survey of Student Engagement written by Indiana University, Bloomington. Center for Postsecondary Research and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
