When 3,500 legal educators convened in New Orleans for the Association of American Law School’s annual meeting in January, one topic dominated the conversation: the American Bar Association’s attempts to add “student learning outcomes” to its accreditation standards.
One session on the issue drew 400 attendants, and debate spilled out into hallway conversations and cocktail hours throughout the five-day conference. At a deans-only meeting, top administrators expressed both support and worry about basing law schools’ accreditation on what students learn.
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