Jordan Furlong is an internationally recognized analyst, author, speaker and advisor to the legal industry who has invested deeply in a better future for the legal profession and the society it serves. Over the past 20 years, Jordan has predicted critical new developments in the legal ecosystem, informing thousands of lawyers on four continents about the rapidly developing legal services market. Jordan, based in Ottawa, Canada, currently focuses on serving clients in the areas of legal education, training and licensing, and the regulation of legal services. The beginnings of clinical education in the 1960s were born out of the growing political commitment of law students and the desire for a more relevant experience. Spurred on by the civil rights movement, young people flocked to law school hoping to work for social change and were discouraged from finding a calcified program that had little to do with their aspirations. The faculties of the Faculty of Law also felt the need for change. Legal training will provide a mix of practical and social skills, cultural awareness and pedagogical knowledge. Students gain a more holistic perspective, gain a better understanding of the speed, complexity, and mindset of digital business, and learn to be agile problem solvers imbued with a customer-centric mindset. Legal education will be more accountable to its students and provide them with the skills needed for contemporary legal careers, not for disappearing careers. For most law graduates, law will be a skill, not a practice.

This is because legal practice is declining and legal service delivery activity is expanding. Legal education will move from short-term degree factories to life learning centers that will enable professional development. The new pedagogy will provide the flexibility, agility and expanded skills and competencies that lawyers need in the digital age. It will offer programs with programs tailored to the skills and experience required for specific roles and functions. Not all lawyers need a degree and admission to law. Many simply need exposure to the «light of the law» or a deeper knowledge of specific fields or industries. You will merge this legal knowledge with other skills and background to drive the legal services delivery business. Medicine experienced this change decades ago when it transformed into a healthcare industry.

This allowed doctors to operate «at the top of their licenses.» Lawyers will soon do the same. I originally contributed to a version of this article in the Clinical Law Review. CLR is a semi-annual peer-reviewed journal devoted to issues of lawyers` theory and clinical legal education. What is clR`s place in all of this as we celebrate the 25th anniversary of its founding? It certainly falls into the «best» category. He has given a voice to all aspects of experiential education: from clinical programming and pedagogical innovation to research in narrative theory, the study of advocacy skills, and the study of cultural competencies. This is a must for all clinical teachers. Whenever someone asks me if I want to enter the world of clinical teaching, the first thing I say is, «Read the Clinical Law Review.» To register for this exciting webinar, click here. Prior registration is required. Registration is free and open to all members of the legal education community, including students, faculty and staff.

Further information, including biographies and goals of the Moderators` Program, can be found on the AALS event page. Second, the foundation of clinical education in poverty law and the emphasis on values – strengthening the local community, social justice and legislative reform – have been undermined. If experiential learning is to appeal to the current generation of law students, it must appeal to their career goals. A 2010 study, for example, found that law students «want someone to show them what it means to be a lawyer, not just a public interest lawyer,» while another 2010 study indicates that «the broader electorate [of law students] wants to learn practical skills that will help them become Great BigLaw lawyers. no great public interest lawyers.» The new clinics do not deal with poverty law issues like landlord and tenant issues, but with entrepreneurship, intellectual property, art law and other seemingly glamorous legal initiatives. Day schools with law firms and for-profit corporations are the norm. Thus, clinical education has reified the established hierarchy of legal practice, with legal services for the poor at the bottom of the ladder. Today, the traditional practice of legal services is no longer the most important feature of the clinical world.

Stacy Butler has two decades of experience advocating for communities and expanding the reach of civil law services for underserved populations. Prior to launching the i4J program, she worked in the U.S. District Court for the District of Arizona and was an Associate Professor at Arizona Law University. In 2017, she founded Step Up to Justice, a pro bono center for civil law that has provided more than $3 million in free civil law services to low-income families. She holds a BA from Trinity University and a JD from the University of Arizona. Butler was named one of arizona`s top 50 pro bono lawyers in 2006, 2014 and 2015. Regulatory reform is taking hold across the country – Utah and Arizona have already made sweeping changes to how legal services can be delivered and who can provide them, and as many as 10 other states are currently at different stages of reviewing, recommending or implementing regulatory changes. Others will certainly follow. But here too, there is another facet of the story. In a sense, the CLR has created a silo for clinical research. Over the past 25 years, it appears that there has been little infiltration of clinical research into leading legal journals, as «elite» jurisprudence is supposed to have become more theoretical, empirical, interdisciplinary, and less grounded in practice.

Although the CLR is a haven for clinical research, we should not allow it to become a ghetto. It`s tempting to simply send our clinical writings to the CLR – where we know they will find a receptive audience – rather than going through the general submission process.