Time to Archive AALL – It’s Time for a New Meme

The word or phrase “law library” used to mean “the place to get the law”. Before online databases, there wasn’t any other place to get the law – it was too big to put in your pocket or sit in your office. Even law firms with a few shelves of books called it their “law library”.

“Law librarians” were the people who knew where to find the law and how it interrelated. Law is certainly not self-organizing, nor is it immediately obvious what the best path is to finding the law and its meaning. You need help, guidance and tutoring, That was the law librarian.

How has this changed?

The “place to get the law” is not a room, building or book. It’s a screen that connects to the Internet. Sure, there are still books, sources and materials that are not online, but not for much longer and not nearly as ubiquitous – that’s the not the direction the world is headed. We still need help, guidance and tutoring in finding the law, but increasingly, that is seen as a UX/UI problem. With the right user interface, I can find things myself and interact more rapidly – and anytime I want. I cannot do that with a live law librarian. Plenty of analogies to make here – travel agents, buying a car, doing your taxes. With some pretty good websites and some Google-fu I am off, believing that I can do this myself. I don’t need and may not want a travel agent, salesman or accountant to help me. This is not entirely true for everyone and not entirely ubiquitous everywhere, but it’s where the world is heading.  It’s also not the best or perfect way to do things, but perfect is the enemy of good enough.

Are law librarians obsolete?

If the definition is as described above, then yes. More people are doing things that support what the purpose of law libraries do and not calling themselves librarians at all. The “library” meme is associated with books, rooms, buildings and places and the new meme is “legal information”. It’s a little painful and nostalgic, but that’s change for you – almost always uncomfortable.

I work in helping law faculty create materials that help law students understand the law. The results of my efforts overlap with what law librarians do. I make the law available (freelawreporter.org), I tutor (cali.org), publish law texts (elangdell.cali.org) and I help people get a legal work product (a2jauthor.org) – all things that law libraries and law librarians do. I am not a law librarian. I am an information professional, educator, interface designer, programmer, product developer and systems architect – but none of those things full time. I am a member of AALL.

Changing the name of our association from the American Association of Law Libraries to the Association for Legal Information is a meme change. In some ways, it feels “too soon” since the body of law librarianship is not dead and still quite kicking, but it is meme of the past when it was the only way that we found the law. Changing the name feels right, though it feels like a betrayal. I get that.  The term “Legal Information” seems to contains little space for friendships, shared causes, etc., but I guess those things are what I brought to AALL and perceived from my relationships found via AALL – they were not inherent in the association name.

I can bring those things to the new association. If I want to continue to work in this space – and I certainly do – it’s my responsibility to raise this child and make sure it appreciates its elders.  Institutional memory is a good thing, but so is progress.  Can we have both?  I think so.

This is a kind of rebirth, reboot or re-imagining and it’s actually useful to discard … no, wrong word … it’s useful to archive the old meme, but keep its spirit alive with the new one. That is what I will do when I vote YES on changing the name to the Association For Legal Information.

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Call for Nominations for the CALI Board of Directors

Deadline: Friday, October 16, 2015 (6pm CST). Email John Mayer (jmayer@cali.org) to submit nominations.

Click here for the current CALI Board of Directors.

The Center for Computer-Assisted Legal Instruction (CALI) is seeking nominations of qualified and enthusiastic individuals to fill vacant positions on its Board of Directors. If you know of someone who would like to contribute to the research and development, strategic planning and governance of CALI, then consider nominating them for the CALI Board of Directors.

Please clear it with the person first to make sure they WANT to be nominated. Self-nominations are acceptable.  It helps our process if the nominee provides some background on their interest in CALI’s mission and activities.

REQUIRED INFORMATION

  • Name of the nominee
  • Phone number of the nominee
  • Email address of the nominee
  • Institutional affiliation of the nominee
  • CV and/or link to home page/bio for the nominee.

Directors are required to attend TWO meetings a year (June during the CALI Conference and January during AALS). Directors serve on committees at the behest of the President of the Board and work on other projects and issues relating to the governance, strategy-setting and promotion of CALI’s mission and activities.

Directors terms are for three years at which time their service is evaluated by the Nominating Committee along with other nominees. Service on the CALI Board is voluntary and gratis. Travel expenses for the Board meetings can be covered by CALI if institutional support is unavailable.

The list of all nominees will be submitted to the Nomination Committee who will determine a slate of candidates to be presented to the CALI Membership at the Annual Breakfast to be held on Saturday, January 9, 2016, 7:15-8:30 am in New York, NY during AALS.

All nominees will be contacted soon after nominations are closed. Nominees who are chosen by the nominating committee and elected by the membership are required to attend the CALI Board meeting tentatively scheduled for Saturday, January 9, 2016 in New York.

CALI is a dynamic and forward-thinking 501(c)(3) non-profit with big plans and big ideas. CALI is supported primarily by membership dues from over 200 US law schools. Qualified Directors should have knowledge and experience that they can contribute to the ongoing dissemination, development and strategic planning towards CALI’s mission.

Some of our projects include:

* CALI LESSONS: CALI publishes over 900 web-based tutorials that are used by law students and law faculty at over 200 US law schools.  We are constantly adding new lessons and updating the existing collection.  More information is at www.cali.org/lessons.

* ELECTRONIC CASEBOOKS/EBOOKS: CALI publishes e-casebooks and other legal texts in multiple ebook formats under a the eLangdell imprint.  These are distributed under Creative Commons licenses to allow for maximum flexibility for faculty and students to use in their educational endeavors.  More information is at elangdell.cali.org.

* ACCESS TO JUSTICE/EXPERIENTIAL LEARNING: CALI created the A2J Author software platform that is used by legal aid attorneys and law schools to teach their students law process automation.  More information about using A2J Author in law schools is at a2jclinic.classcaster.net.

A reasonably complete list of CALI projects can be found here.

If you have any questions or wish to submit a nominations, contact John Mayer, Executive Director at 312-906-5307 or jmayer@cali.org.

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CALI Fall 2015 – Getting Registered

Most of the good stuff on www.cali.org requires you to have a CALI account. Accounts are available for everyone at CALI member schools, all you need to do is register. Registration is very easy and should take about 2 minutes. Before you get started you need two things: (1) Your school’s authorization code and (2) a valid email address.  Yep, that’s it!

Okay, to start you will go to www.cali.org.  In the top right hand side of the page, there is a link to register. (Shown below.)  Click that or alternatively you can just go right to www.cali.org/register.

calihomeThat will take you to the registration page.  It looks like this:

register

A few things to remember:

  1. You need an authorization code to register. The code lets us know what school you’re attending. At most member schools the authorization codes are available from your law library. Check the CALI contacts list to see who to ask at your school.
  2. Make sure your authorization code is accepted by the site.  You’ll know it is when you are asked to pick a graduating class date or a staff/faculty group.  You may have to click outside of the box to get the process started.  It usually takes just a few seconds, but during the back to school rush, sometimes it may take up to a minute.
  3. Use a valid email address.  If you forget your password  the only way to reset it is to have the reset link mailed to you. If the email you used when you registered doesn’t work you won’t be able to reset your password.

That’s pretty much it.  Register once and then for the rest of your law school career you can use CALI Lessons and other resources as often as you like.  If you have any questions or issues, please don’t hesitate to contact us!  We are here to help you get through law school.

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CALIcon15 Videos Now Available

6141451236_31ff02a9dc_nDidn’t make it to CALIcon?  Missed a session due to scheduling?  No problem!  The CALIcon15 Videos have all been uploaded and are available for FREE viewing. You have two choices for viewing – you can visit the CALIcon YouTube page or you can find the embedded video in each session’s page.  The latter will also have speaker materials (handouts, slides, etc.), if provided.

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Build a personalized schedule for CALIcon15

The 25th annual CALI Conference for Law School Computing, June 18 – 20, 2015 at University of Denver Sturm College of Law is right around the corner. We’ve put together an interesting and diverse schedule that will show off some of the best work being done in the law school information and educational tech spaces. With over 70 presenters giving over 50 sessions and nearly 300 attendees  representing over 90 law schools CALIcon is the best place to learn what’s going on with technology in legal education today.

With so much going on it can be a challenge to decide which sessions to attend. CALIcon15’s web-based schedules give you the option of building personalized schedules so that you can get to the sessions you want to see.

Using “My schedule” on the CALIcon15 website

The fastest way to build a personalized schedule is to log in to the conference website and visit the schedule page at http://conference.cali.org/2015/program/session-schedule. This is the official schedule grid for CALIcon15. As you scroll down the grid you’ll notice “Add to my schedule” links at the bottom of each entry. Clicking on that link will add the session or schedule item to your personalized schedule. You can view your custom schedule by clicking on the “My schedule” tab. That’s all there is to it, just a few clicks and you have a custom CALIcon15 schedule.

Use calicon15.cali.org for more features and options

If you’re looking for more features in a personalized CALIcon15 schedule like calendar integration, email alerts, or mobile display then you can use the new interactive schedule we’ve added this year. You can find the interactive schedule on the conference home page, http://conference.cali.org/2015, or at http://calicon15.cali.org/. We are embedding the interactive on numerous CALI websites so you will see the interactive schedule in a lot of places. It’s the same schedule everywhere.

To use the features of the interactive schedule you will need to create an account on sched.org. Please note that we are not automatically creating accounts on sched.org for CALIcon15 attendees, we are leaving that up to folks who decide to take advantage of the features offered on the interactive schedule. Once you’ve created an account and logged in you can scroll through the schedule and check the session and schedule items you want to attend and your personalized scheduled will be built for you. Selecting “My Sched” from the dropdown under your avatar will provide you with access to all of the options available.

No matter which version you use, building a personalized schedule for CALIcon15 will help you navigate the conference and make sure you don’t miss sessions you’re interested in.

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CALIcon News and Updates – May 8, 2015

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Can you believe that CALIcon is less than 6 weeks away? Well, maybe you can, but for those of us on the planning end of things, it seems like it’s coming very fast! We have some updates and reminders for you. We’re also going to highlight a few sessions to give you an idea of the cool things you can learn about at CALIcon.

Conference Hotel Deadline

The conference hotel for CALIcon15 is the The DoubleTree Hotel Denver Tech Center .  The conference group rate is $129 plus tax (includes in-room complimentary Internet). This rate is available for the nights of June, 17, 18, 19, & 20 until the block of rooms is full or until May 27, 5pm Mountain Time, whichever occurs first. The group rate also applies three nights before and after conference if rooms are available. Reservations that include days before or after the conference must be made by phone.

To make an online reservation click here or call 303-779-6161. The code for the group rate is: CALIcon15.

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Getting Around Denver

You may be wondering, “How am I getting from the hotel to the conference each day?” The answer?  Light rail!  Each conference attendee staying at the DoubleTree hotel will receive a 10-ride ticket book for the light rail.

  • The light rail Orchard Station is an 8 minute walk from the DoubleTree.
  • Both the E-line (purple) and the F-line (red) go to University of Denver Station.
  • It is a 13 minute ride (and 5 stops) from the Orchard Station to the University of Denver Station.
  • It is a 10 minute walk from the University of Denver Station to the Sturm College of Law.

Light Rail Line E Schedule is here.
Light Rail Line F Schedule is here.

**If you need special transit accommodations between the DoubleTree and the Law School, email lvmolde@cali.org by June 1 and CALI will arrange an alternative option.**

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From Denver International Airport to DoubleTree Denver Tech Center Hotel.

From law school to the airport on Saturday

  • There will be buses to the airport provided by CALI.  Buses will depart the law school for the airport at 1:45 PM on Saturday June 20, 2015. The trip from the law school to the airport takes about an hour. Please sign up on the CALIcon website by June 1, 2015 to reserve your seat on the bus. The sign-up sheet will be available soon.

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Session Highlight: Rutgers Law Library Goes Open Source: the Switch to Koha
Rutgers Law School is the second law school in the United States to make the switch to Koha. In describing the process of changing to an open source ILS, Rutgers Law Library speakers will review the reasons that it was the right choice for them. They will give a nuts and bolts description of the entire process including researching the available vendors and products and cost analysis. Discussion will include a breakdown of the implementation process, data extraction, mapping the data and making design decisions about the user interface and functionality. Attendees will be given the tools to evaluate whether Koha makes sense for their organization. Rutgers worked with ByWater Solutions to make the implementation and transition smoother. A speaker from ByWater Solutions will also be available.

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Session Highlight: Is this thing on? Using your video management system to go beyond basic lecture capture

Lecture capture systems are great for recording classes – a couple of clicks and students get instant access to videos, slides, and more. But these systems are capable of handling even more interactive projects. In this session, we’ll discuss how we used the Panopto video management system go beyond basic lecture capture. We’ll discuss the pedagogical reasoning behind these projects, how we integrated an team of IT and library staff to create recordings, what worked (and what didn’t), and student and faculty reactions.

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Session Highlight: Yes, You Can! – Offering a Law Practice Tech Course at Your Law School

Three years after getting the course proposal approved by our academic affairs committee, we were finally able to teach LAW431 – Law Practice Technologies, an upper-level 2-credit course, this spring at UNC Law. In the course, we covered a broad range of topics including cloud computing and ethics opinions surrounding lawyers’ use of such; eDiscovery; virtual lawyering; courtroom technology; mobile apps; social media marketing and more. It has been a blast to teach the class and the students seem highly engaged. Come hear about our journey to launching a law practice technology course despite some initial skepticism among certain “higher authorities.” You can do it, too!

 

 

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“Choose your Own Adventure” with CALI Lessons

Not all CALI lessons are linear. To the student they may appear linear and some are in fact linear. But the option to create complex branching questions that allows the student to “choose his own adventure” through responses is available to the lesson’s author.

When Faculty are logged into the CALI website they can see a map of any lesson along with the lesson’s full text.  The map and full text are features exclusive to faculty to aid their use of any lesson. The map allows faculty to see where the lesson branches or skips over sections. Branching questions simulates the Socratic dialogue that takes place in class. And, they allow for more complex questions that personalizes the learning for students. A student’s wrong choice can be explored in a series of branching questions that allows the student to find out why his choice was wrong and get him back on track for better understanding the material. Likewise, a student’s correct choice can be challenged to ensure the student’s selection was made for the right reason.

Recently, in reviewing Professor David Welkowitz’s lesson in Civil Procedure – Joinder, I was reminded of just how complex some CALI lessons can be.

Professor Welkowitz had just completed his revisions to the lesson, as part of CALI’s extensive revision project. And, my team and I were working through the lesson to catch any random typos. In the course of reviewing his lesson, we thought we’d gotten caught in a loop with one of the questions. I took pen to paper and plotted the question’s path from the main question through all follow-up questions, to the next question, accounting for every choice that a student could make. As you can see, a student’s choice for each follow-up question – based on his understanding and analysis – determines his path through the lesson.

civ18 mapper questions smj

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Why Going to Law School is like a Health Club Subscription

yogaI joined a new gym recently. They had a deal where if I go to the gym 36 times in the first 90 days, I get my initiation fee back as a gift certificate to their clothing store/snack shop (protein shakes, power bars, etc.). I really shouldn’t need such external motivation to go to the gym. I need to keep in shape, hold back the ravages of aging, lose some weight, etc. etc. but I found this incentive both annoying and motivating at the same time. Every day I missed, I felt like I was being cheated (or cheating myself) of some benefit that was very easily within my grasp.

Here’s the thing. If I don’t go to the gym, they won’t bug me about it. It’s in their interest for me not to show up – sort of. I pay my monthly fee and the gym sits there waiting for me to take advantage of all its benefits. The more subscribers they get, the more money they make, but they don’t make more money if their subscribers actually use the facility. In which case you can argue they lose money because they wear down the equipment, consume shampoo, hot water and towels and take up space.

Law school can seem like this, but it shouldn’t.

Students pay tuition and if they don’t show up or apply themselves, they likely will get low(er) grades and have poor(er) job prospects at graduation. As I understand it, law schools are required by the ABA to take attendance and motivate students to fill the seats of their classrooms, but I am not sure how vigorously that is enforced. You can go to law school and waste your money just like you do when you join a gym. This, however, is not in the interest of the law school.

Law schools should very much be in the game of motivating and seeing that their students succeed. I don’t hold my gym to this high standard. After all, “I” am not a “product” of the gym. No one is seeing my imperfect health and saying “He goes to SuperGym® and that’s why he looks so pudgy”.

On the other hand, everyone who hires, interacts and deals with a law school’s graduates does attribute the performance of those graduates to the law school they attended. More immediately, a poor performing law student will not pass the bar or get a job and these statistics are very important to law schools. Expectations are projected on the graduates, so law schools should be very very interested in the daily, weekly & monthly progress of their students.

This is what Learning Analytics, Formative Assessment and Big Data are all about.  Technology has a role to play in all of them.

Learning Analytics are anything you can measure about your students and their learning. This isn’t just test scores, it’s also attendance, questions asked, attitudes, material read, time spent – so many things can be part of learning analytics, but not all are interesting or valuable. The Wikipedia definition is…

… Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs..”
http://en.wikipedia.org/wiki/Learning_analytics

studentlaptopI contend that we don’t understand enough about how learning happens in law schools and we are far from thinking about “optimizing learning and the environments in which it occurs”. The debate about laptops in the classroom is a good example. For some students, the laptop is the learning environment. They construct it themselves as the school doesn’t give them one when they show up. The articles I have read on both sides of this debate are not very nuanced as they merely discuss the distraction effects of laptops or the “quick look-up” benefits. Having every student with multiple computer screens in and outside the classroom is a massive opportunity that is sorely underused by most law schools.

Formative Assessment is…

… a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.”
—p. 6 from Transformative Assessment by James Popham

Notice that Formative Assessment could be used by either the teachers or the students to change their method of teaching or learning. This brings back the gym analogy. From the subscriber’s viewpoint, success is measured by their health – not the financial or critical success of the gym or school. Sure, it’s great to be able to say you attended a school whose reputation impresses people, but for the 90% of schools that are not in the top 10% (apologies for the tautology), your alma mater is mostly irrelevant. Schools should know to as much detail as possible, how well their students are doing. Formative Assessment provides that data.

I highly recommend that every law teacher read James Popham’s short and very readable book “Transformative Assessment” (www.amazon.com/Transformative-Assessment-W-James-Popham/)

Big Data is the background noise that you need against which you measure individual and cohort performance. Big Data comes into play when we can compare student progress across law schools. A cohort is everyone in a single class, course or program of study where you collect and compare data from time period to time period. You can measure on an absolute scale, but if you want to improve your teaching, support and materials, you need to see if any action you take results in improvement. Every student, course and semester is another chance at iteration and improvement.

Maybe what we need is an app like MyFitnessPal or MapMyRun for legal education. Something that lets the school and the student track how much learning is happening and they compare to the rest of their cohort.

CALI is working on projects in this area as well. We already have LessonLink that lets you create a personal link for your course to a CALI lessons – and then – see your students’ scores in that lesson. This gives you, the instructor, feedback on how well your students understand a topic that you teach. CALI lessons are tutorials that give immediate, substantive feedback to your students as they work through the hypotheticals. This is formative assessment for the student. We are working on adding more features so that students can better track their progress and faculty can see how they are doing before the final exam.

This isn’t enough and we have lots of ideas about the future that we are working on.  Keep in touch.

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Revised Lessons and my Vanishing “L”

I recently learned a new phrase “noisy learners”* to describeCALI_drawing successful online learners. The same day, I noticed that the lettering for the “L” key on my laptop was wearing away. On the surface these appear to be unrelated events; yet I’d like to explore them both in this post, as there may be a tangential connection.

The term “noisy learners” is used to describe successful online “learners who are visibly engaged with one another and with the generation of knowledge.” (Palloff & Pratt) When I read this passage I started to think about students working through CALI lessons. With a couple of exceptions,** CALI lessons are designed to be a solitary learning experience. The lessons are online, but they’re seldom worked in community. The lessons do allow students to generate their own knowledge through interactive questions, which often include branches taken as a direct result of a student’s choice.

So are CALI users “noisy learners”? Perhaps not as the word is usually used. The engagement, however, may occur over a longer period of time than the term usually means and with faculty rather than their peers. For example, students are engaged with the lesson’s author through feedback to CALI. All comments filter through CALI’s staff to the lesson’s author. And, often the student’s comment either generates a response that CALI’s staff shares with the student or a change in the lesson.

Which leads to my second observation – the writing for the letter “L” key on my laptop wearing away. When I first noticed this, I was puzzled. “L” is not one of the most frequently used letters in the English alphabet, coming in at around 11th place among all the letters.*** Although a personal Wordle would probably show the words CALI, lessons, and eLangdell, accounting for upwards of 70% of my word usage. This only accounts for a fair but not staggering use of the single letter. Seventy percent of course, is just a rough estimate. It’s likely my emails also include prepositions, articles, and adjectives that may require the letter “L.”

My working theory is related to the student comments I mentioned above. A couple things cause a lesson to be reviewed. First, comments from students or faculty will cause me to look at the lesson again, and in some instances this will initiate a full faculty review. Second, lessons are routinely reviewed every few years and for the past 8 months we have been involved in the most ambitious review project in my memory. It’s possible that CALI’s recent revision project has indeed worn away my “L.” I have typed “thanks for revising your CALI lesson” many, many times in the last 8 months, as faculty have reviewed close to 40% of CALI’s 950 lessons and revised roughly 200 lessons.

The project has of course been valuable. The law changes and in some areas of study, CALI’s lessons need near constant attention to stay current. All of the faculty members who author CALI’s lessons share our desire to maintain the accuracy of the lessons.

So what does it take to review and revise so many lessons? It takes literally hundreds and hundreds of hours of work. I logged some of these hours, as did Justin Shlensky, CALI’s Lesson Revision Project Manager brought in exclusively for this project. CALI’s student workers accounted for additional hours.

Unquestionably though the faculty authors, and faculty who stepped in to review and revise lessons for retired authors, contributed the most. It was their expertise and years of teaching experience that ultimately made this project possible and successful. To date, faculty have revised lessons in contracts, legal research, family law, and professional responsibility. This round of revisions is nearly done, although additional subject areas are still being revised. While it might be possible to binge watch a season of Game of Thrones, lessons can’t be revised in the same manner.

So to all the faculty assigning CALI lessons and to all the students using the lessons to generate their own knowledge, please keep up the good work! And, I’ll be thanking more authors in the next 3 months, as some are still reviewing and revising their lessons. Together we can make the lettering for my “L” key completely disappear from my keyboard.

Deb Quentel
CALI – Director of Curriculum Development & Associate Counsel
dquentel at cali.org

* Palloff & Pratt, Lessons from the Virtual Classroom, p. 135 (2013) citing Nipper.

** Some faculty do have students work through lessons in small groups during class. And, one lesson asks students to pair off to work through the lesson.

*** http://en.wikipedia.org/wiki/Letter_frequency

The drawing is from CALI’s collection of over 400 drawings posted to flickr.com/caliorg – all with Creative Commons License. http://cca.li/vl

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Get Aboard the Incubator Bandwagon

Graphic depicting the scales of justice inside an egg shellI attended the ALI Incubator Conference that had the full, cumbersome name of “Enhancing Social Justice Through The Development of Incubator Programs & Residency Programs”.  It was held February 27-28, 2015 at California Western School of Law and cosponsored by Touro Law Center, UMKC School of Law, The American Bar Association’s Standing Committee on the Delivery of Legal Services (which has a comprehensive list of all incubator/residency projects at law schools)  and the State Bar of California Access to Justice Commission.

At least 30 schools are already running an incubator of some sort and another 50 seem to be launching something in the next 12-18 months. I won’t bury the lede – I liked EVERYTHING about how the incubator movement is shaping up in law schools. Here are my bullets…

  1. 63% of lawyers in private practice law graduates end up in solo or small firm (2-5 lawyers) practice. (cite: American Bar Association Lawyer Demographics)
  2. 50% of the people who request assistance from Legal Aid and are eligible for it, are denied access due to insufficient resources. (cite: Documenting the Justice Gap in America)
  3. There is a “latent legal market” valued in the billions (estimates vary) of people who…
    1. have a legal problem, are not eligible for legal aid and cannot afford expensive representation, or,
    2. don’t know or trust lawyers and even if they can afford some representation, decide to represent themselves (pro se, self-represented litigants), or,
    3. don’t know they have a legal problem (cite: Richard Granat, The Latent Market for Legal Services)
  4. Venture capital investment in the finding, managing and delivery of legal services, including unbundled services is at an all time high (cite: David Perla, Today’s Legal Start-Up Ecosystem: Cambrian Explosion or Crowded House?)

The incubator movement is focused on getting law graduates ready for solo/small firm practice. This can serve both the Justice Gap and the Latent Market and possibly use Technology or Entrepreneurship to address the changing nature of the legal services and legal education market.

What’s not to like?

The organizers of the this conference – and the movement – are serious, open-minded, focused and enthusiastic about finding a formula – albeit a flexible one – that can be replicated across almost all law schools. Students in attendance who are in incubators right now or recent “graduates” were honest and revealing about the travails of starting your own practice, but also grateful for the camaraderie and support provided by the incubators.

Law school Deans are threading a needle wanting to help their students succeed without incurring the liability of malpractice and not breaking the bank with a new, expensive law school service. This is a balancing of needs and wants of the market, the professionals and the educators and those notions were clearly on the table throughout the conference.

The access to justice angle was not given short shrift. Whether it’s volunteer work, probono, “low-bono”, unbundled services or limited license representations, there were successful examples and back-and-forth discussion about solving the problem of “too many lawyers, not enough lawyering”. The only thing missing from the conference was how to deal with student debt, but you can’t fix everything at once and getting graduates into jobs is one way to start addressing that.

Incubatees in a Sea of Debt

Incubatees in a Sea of Debt

CALI’s interest in this space is related to our work with A2J Author as a possible tool that helps law schools teach their students how to run more efficient law practice through automation. The same software that helps pro ses fill out their own court forms could be used by attorneys as an efficient gateway to unbundled services or possibly full representation. We are already experiencing success in training law students in A2J Author through our A2J Author Course Project – why not graduates?

A2J Author could be used as a screening tool for client intake or a partial DIY for clients who can get 75% of the data entered before going to a lawyer to review the work and finish the step. I believe there is overlap between the access to justice goals, efficiency in law practice management and legal education of tomorrow’s lawyers here and A2J Author is our practical and real-world way of exploring those intersections.

There are plans to form a consortium of incubating law schools to share best practices and even explore the idea of inter-school incubators- i.e. graduates from one law school participating in an incubator from another school. All of this is very nascent, but moving fast. If you are the least bit interested, you should get on the discussion list to keep apprised of developments. Email Fred Rooney at Touro to get hooked up (frooney@tourolaw.edu).

John Mayer
Executive Director, CALI
jmayer@cali.org
@johnpmayer

 

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