In a context of ever-dwindling resources, this article encourages legal academics to seek innovative strategies to safeguard the integrity of our mission. Teaching innovation funding, more effective use of students as a resource and a willingness to be flexible when it comes to content coverage are suggested as means to maintain, or even improve, not just teaching quality but morale among academic staff. The article challenges the notion that smaller class sizes are necessary for higher teaching quality, suggesting the alternative of collaborative learning groups to keep students engaged and to encourage deep and independent approaches to learning. Collaborative learning provides additional benefits in freeing up staff time and engaging us in the educational process at a level more commensurate with our skills and expertise
