well as their writing, reading comprehension, critical reading and integrated
Thus, adding substantive knowledge to the LSAT would only
be consistent with other professional school entrance exams and it would
incentivize students to approach law school with a richer understanding of
the background information that is essential to success in the program.
B. Re-Constructing First Year Students’ Program of Study
Discussion of a law student’s first year of study should begin with consid-
eration of two questions: upon completing their first year, what do legal
educators expect students to know, and what do educators want students
to do with what they know? The more precise educators’ answers to these
questions and the more focused their assessments are on the answers to
these questions, the better the quality of the students’ experiences.
Outcomes-based education is not new to education generally, but in re-
cent years legal education has paid it more attention
The idea is that,
rather than thinking of legal education as a system of inputs that produce
a law school graduate, legal educators should consider first their expecta-
tions of the law school graduate and then design an educational experience
that will satisfy those expectations, one academic year at a time
This ap-
proach requires that educators think in specific terms about:
1. What students should know;
14 See e.g.
15 See Deborah A. Maranville
et al
Lessons for Legal Education from the Engineering
Profession’s Experience with Outcomes-Based Accreditation
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