Legal Research and Writing (LRW) courses are essential aspects of legal education. Though LRW courses vary throughout law schools, all courses share a common component: they teach skills that are not taught in traditional, doctrinal courses but are critical to research, writing, and advocacy. By being a skills-based course, LRW is typically measured through multiple assignments that contribute to a student’s final grade. LRW assignments can include memorandums of law, motions, appellate briefs, and oral arguments, to name a few. LRW courses, therefore, come with additional student workload that generally does not exist in doctrinal courses. Accordingly, student success in the course requires “prompt and individualized feedback, mentoring, and one-on-one conferences.”

The additional student workload inevitably requires a heavier professor workload — a workload that can be reduced through the use of technology and teaching assistants (TAs). While law students today grew up with technology and are comfortable using it, many professors do not share the same experiences. The disconnect between professors and technology inevitably means the professor’s approach to teaching will be outdated. Additionally, modern law students who grew up in a digital world expect immediate feedback on their work product. They are searching for instant gratification, whether it be via email, texting, or the classroom’s tech platform page. Without a superior knowledge of technology, professors — especially LRW professors — will struggle to keep up with the demands of modern students. This is where TAs prove to be essential. TAs can bridge the technology divide and assist professors in modernizing the classroom to meet the demands of today’s technology-driven students. TAs also benefit from this symbiotic relationship by refining their skills and becoming well-rounded advocates. This article discusses the rise of technology in the classroom following the pandemic, the ways in which TAs can minimize the technology learning curve for the benefit of the classroom, general guidance on selecting ideal TAs to best ease the burden on professor’s workload, and how TAs benefit from the relationship.