Academics and Curriculum

By Susannah Pollvogt

The majority of law professors expect their students to be able to participate in Socratic dialogue, also known as cold calling. But where do we teach this skill? The short answer is that we generally don’t.

By Donald Tobin

A thoughtful strategic planning process can provide a valuable opportunity to bring the law school community together to set priorities, align resources, and move ahead in ways that support long-term success.

By Susannah Pollvogt

How can law schools create assessable learning outcomes? It can be helpful to work backwards, starting by identifying competencies of focus and available assessment evidence.

By Susannah Pollvogt

Learning outcomes are a promise that law school graduates possess certain knowledge, skills, and values.

By Susannah Pollvogt

What are the requirements for law schools under ABA Standards 315 and 204?

By Michele Pistone

For students drawn to immigration law, or social justice in general, one powerful — and often overlooked — path to doing good before law school is becoming an accredited representative.

By Susannah Pollvogt

Does ABA Standard 314 affect the role of a law school's academic support professionals?

The ABA has enacted a series of new and revised standards on learning outcomes and assessment. Susannah Pollvogt presents a four-step plan law schools can follow to respond to the new standards.

Review what was discussed at LSAC's recent webinar: Best Practices in Developing and Assessing Learning Outcomes.

Susannah Pollvogt recaps her recent webinar discussing the effects of new ABA standards on law schools.