Without a doubt, LegalEagle is one of the best YouTube channels for law students (and for ordinary people who want to know more). The best law professors understand that the little things matter. You will start classes on time and then stay to answer questions. They learn the names of their students and respond quickly to emails. These instructors are all challenging, but they are also dedicated, creative and compassionate mentors. What the Best Law Teachers Do, with its field reports on outstanding educators in action, offers insight into effective pedagogy that transcends the boundaries of legal education. We congratulate each of the finalists on reaching the final stage of the award and would like to thank everyone who participated in the nomination, interviews and organization of campus visits for our jury. The candidates have all demonstrated exceptional teaching and received endless praise from their students, colleagues and department heads. Read the full profiles below to find out what made each finalist an outstanding teacher. About: Just Learning Better does what it says, what it will do: Learn more about the law, better. What exactly is better is a mystery, but looking at this channel`s virtual cash registers, it`s no wonder it`s one of the best YouTube channels for law students. “My pedagogical approach is collaborative and experiential, with a strong focus on social justice and employability.
The longer I teach, the more I believe we learn the most from our own mistakes and that the role of the teacher is to create a safe and constructive environment in which this can happen. “There are three well-mapped paths to a career as a law professor; the vast majority of law professors – but not all – have entered legal education through one of these paths: Track A: The classical path begins with outstanding academic results at the Faculty of Law (e.g., completion of the Order of the Coif), service to legal review, preferably in a senior editorial position (e.g., “editor-in-chief”, “editor-in-chief”, etc.), followed by a prestigious judicial internship, at least at the United States Court of Appeals and, if possible, at the Supreme Court of the United States. Due to fierce competition for academic positions in law, this classic path is no longer a guaranteed ticket to a good teaching position at the Faculty of Law; Over the past two decades, more and more jurists have also developed doubts about whether these are really the references that aspiring law professors and jurists should be looking for. The shift to interdisciplinary science in many schools – from law and economics to empirical law – has also made the classical path less relevant. Increasingly, many of those who would have followed the classical path a generation ago find it necessary to also follow the B or C.Path B paths: the LLM/Post-Doc/VAP pathway may require a little less academic achievement and work experience than the classic path: for example. good academic performance, but perhaps not exceptional; some work on a journal or extensive writing experience, but may not go through Law Review; some practical experience, whether in practice or in some sort of legal internship, if not in a U.S. court of appeals. (Sometimes these references alone, along with solid interviews, will bring you a teaching mission in a school where hiring is less competitive, but the reality is that hiring becomes more competitive almost everywhere.) The key to track B is additional academic/research experience after graduation from law school and perhaps after gaining practical experience. This could take the form of a law degree (an LL.M., less often for American lawyers, an S.J.D.) at a major law school (usually this means: Yale, Harvard, Stanford, Columbia, maybe NYU [especially for taxes] [Chicago offers LL.M. and S.J.D.
diplomas, but mainly for foreign-trained lawyers]); This could take the form of teaching legal research and writing at a large law school that recruits people for these positions to help them grow as lawyers and law professors (Chicago`s Bigelow program is the best-known example, but Stanford does something similar, and Harvard has what they call Climenko Fellows); or it could mean a “visiting assistant professor” or fellow position in one of the expanding programs at major law schools designed to serve as a springboard for teaching careers (duke`s visiting assistant professor program, Penn`s academic scholarships are examples). (Paul Caron [Pepperdine] regularly posts a list of these opportunities on his TaxProf blog; the latest is here.) In any case, the goal is to complete publishable scientific articles and also to adequately impress the teachers of the school that they will join your Chicago teachers and recommend you for teaching assignments. Track C: The interdisciplinary pathway is often combined with pathways A and B, although this should not be the case if the work in the other discipline is of sufficient quality and distinction to attract the attention of law schools. Here, the candidate also pursues graduate studies in another area of law – for example, history, economics, philosophy, sociology, political science – and usually obtains a doctorate. A number of Chicago faculties can provide advice on the appropriate PhD. Programs: for economics, talk to Professors Ben-Shahar, Hubbard, Levmore, Malani and Dean Miles; for philosophy, Professors Leiter and Nussbaum; for history, Professors Helmholz and LaCroix; Professors Abebe, Chilton and Rosenberg for political science. An important reservation about these three ways of studying law. Most law schools, more than anything else, are looking for potential researchers. All the ways described are considered good substitutes for identifying those with scientific potential.