Life After Law School: A Pilot Study Examining Long-Term Outcomes Associated with Graduating Law School and the Value of Legal Education

Many policymakers and leaders have been paying close attention in recent years to the near-term job placement and earnings of law school graduates, which they often declare are representative of the “value” of a law degree. Such a focus on the economic payoff of a law degree is understandable because legal education has become a more costly and leveraged endeavor. While such metrics have merit, they do not provide a holistic view of graduates’ lives or the broader benefits that legal education provides

Examining Value, Measuring Engagement: A National Study of the Long-Term Outcomes of a Law Degree

By 2019, over 3 million Americans will be enrolled in a graduate program. This is an important and difficult choice for most students, given the time, money and uncertain job prospects associated with advanced degrees. The decision to attend law school is particularly challenging, as student loan burden and job market competitiveness have increased significantly since the end of the Great Recession. Furthermore, as noted by the National Task Force on Lawyer Well-Being, the legal profession is “at a crossroads” caused by a dwindling market share, waning public confidence and mental health issues among lawyers. These challenges call for a closer examination of the value of a law degree and its unique offerings compared with other advanced degrees. The Gallup-AccessLex Institute study of Juris Doctor (J.D.) degree holders provides important insights for educators, employers, law school alumni and prospective students about the factors that contribute to great jobs, lives and experiences for law school graduates. A law degree is one of the most valuable advanced degrees as evaluated by law graduates and other degree holders. As described in the key findings, most law graduates strongly agree that they would still get a J.D. if given the opportunity to go back and do it all over again. Furthermore, nearly half strongly agree that their degree was worth the cost. While many recent law graduates have negative views of the J.D., graduates who are more advanced in their careers tend to have higher levels of well-being and more positive assessments of the value of a J.D

Law School in a Pandemic: Student Perspectives on Distance Learning and Lessons for the Future

When COVID-19 forced colleges and universities across the United States to send their students home and transition to a distance learning model for the duration of the Spring 2020 term, many faculty and staff had only the time afforded by an extended spring break to shift their curricula to online courses. But even if these faculty were given a full two weeks to prepare, that window would have been just a fraction of the four to six months some universities suggest dedicating to the development of a fully online course — to say nothing of the impact the pandemic may have had on their personal and financial wellbeing. While some undergraduate and graduate faculty were likely able to consult with internal university resources experienced in delivering online education, most law schools had a scarce curricular foundation to build upon. As of the Fall 2019 term, five law schools had received variances from the ABA to offer hybrid J.D. programs, allowing them to deliver parts of their curriculum in a distance learning environment. Prior to the pandemic, no ABA-approved law school offered a completely online J.D. program. While some law faculty may have had access to existing infrastructure that could house asynchronous learning materials or facilitate live online class sessions, few would have had the preparation or experience to rapidly transition their materials and instruction to a distance learning environment

Understanding mobility characteristics and needs of older persons in urban Pakistan with respect to use of public transport and self-driving

Since 1990, Pakistan's demographic transition has been increasing life spans with a steady rise in the number of older persons. Pakistan faces many challenges in caring for its older population. The proportion of the population aged 60 years and above is estimated to increase from 5.8% in 2000 to 12.4% in 2050. A study was conducted to understand the existing mobility characteristics of the elderly, their perceived needs and constraining factors. Data was collected using convenient sampling from 450 people aged 60 years or older in nine towns within Lahore City. Older people were approached around urban facilities (shops, banks, terminals) and asked to respond to survey questions. Within-residence interviews were also conducted, mainly for those women who declined interviews in public places. Descriptive and comparative analyses were performed, including Pearson's chi squared test for independence. The results are discussed in terms of mode choice, public transport preferences, self-driving issues and the relative benefits of formal and informal public transport options. The study found lower levels of weekly trip-making compared to those reported for older people in China, South Korea and USA. Vehicle ownership (mainly carsand motorcycles) and socio-demographic factors were found to significantly affect trip making. There were large gender differences in trip making and vehicle ownership, suggesting further research and policy action targeting the mobility needs of elderly women. Older persons were concerned about safety issues concerning public transport and self-driving, and also the behavior of transport crews, and this has informed several of the concluding policy recommendations

Outcomes of entrepreneurship education:an institutional perspective

Drawing on institutional theory and the model of entrepreneurial action, we build and test a multilevel model on the outcomes of entrepreneurship education. Essentially, we suggest that entrepreneurship education has stronger relationships with subsequent entrepreneurial activity in seemingly entrepreneurship-hostile institutional environments. Findings from 11,230 individuals in 32 countries support this notion. The results have implications for researchers and practitioners in the field of entrepreneurship education

Macrosocial determinants of population health in the context of globalization

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/55738/1/florey_globalization_2007.pd

Law School in a Pandemic, Year 2: Moving from Emergency Remote Teaching to Emerging Best Practices in Distance Legal Education

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Law School in a Pandemic, Year 2: Moving from Emergency Remote Teaching to Emerging Best Practices in Distance Legal Education

For the 2022 follow-up study on law students’ perceptions of online J.D. classes during the COVID-19 pandemic, AccessLex and Gallup reinterviewed 820 students who participated in the initial Spring 2021 study of J.D. students at 147 ABA-accredited law schools. Though most of these students had returned to in-person classes in the Fall 2021 semester, about one in seven were still in hybrid arrangements, split evenly between in-person and online classes in Spring 2022 (6%), or continuing to attend most or all of their classes online (9%). Students in tier-four schools (i.e., lower-ranked law schools according to ratings by U.S. News and World Report) were most likely to still be taking at least half of their classes online, at 32%

Law School in a Pandemic: Student Perspectives on Distance Learning and Lessons for the Future

When COVID-19 forced colleges and universities across the United States to send their students home and transition to a distance learning model for the duration of the Spring 2020 term, many faculty and staff had only the time afforded by an extended spring break to shift their curricula to online courses. But even if these faculty were given a full two weeks to prepare, that window would have been just a fraction of the four to six months some universities suggest dedicating to the development of a fully online course — to say nothing of the impact the pandemic may have had on their personal and financial wellbeing. While some undergraduate and graduate faculty were likely able to consult with internal university resources experienced in delivering online education, most law schools had a scarce curricular foundation to build upon. As of the Fall 2019 term, five law schools had received variances from the ABA to offer hybrid J.D. programs, allowing them to deliver parts of their curriculum in a distance learning environment. Prior to the pandemic, no ABA-approved law school offered a completely online J.D. program. While some law faculty may have had access to existing infrastructure that could house asynchronous learning materials or facilitate live online class sessions, few would have had the preparation or experience to rapidly transition their materials and instruction to a distance learning environment.https://arc.accesslex.org/featured_publications/1015/thumbnail.jp