Improving Student Learning in the Doctrinal Law School Classroom: Skills and Assessment

Legal education has created silos where certain professors teach “skills” courses and others teach “doctrine.”  This book challenges that division by building on learning theories that establish students cannot truly learn doctrine without explicit instruction in skills.  Moreover, it provides suggestions to demonstrate how law professors can seamlessly weave skills-based assessments into a course to spotlight for students what they have learned and for professors what students haven’t learned (as required by ABA Standard 314).