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12 Widener L. Rev. 443 (2005-2006)
Improving Teaching and Learning in Law School: Faculty Development Research, Principles, and Programs

handle is hein.journals/wlsj12 and id is 453 raw text is: IMPROVING TEACHING AND LEARNING IN LAW SCHOOL: FACULTY DEVELOPMENT RESEARCH, PRINCIPLES, AND PROGRAMS GERALD F. HESS* 'A law school shall to ensure effective teaching by allpersons providing instructions to students. I How can we improve our teaching and our students' learning? What can we do to inspire and support our colleagues' efforts to become more effective legal educators? What principles guide the design, implementation, and evaluation of faculty development programs? This article explores those questions through the literature on faculty development for instructional improvement in college and law school. Faculty development activities aimed at improving law teaching and learning occur at both individual and institutional levels. Many law faculty members work alone to improve their teaching by reading literature on education, reflecting on their teaching, and gathering feedback from students. Small groups of teachers collaborate by observing one another's classes and engaging in conversations about pedagogy. Law schools provide opportunities for faculty members to receive training in instructional technology, to participate in workshops or retreats at the school dealing with teaching, and to attend regional or national meetings and conferences concerning legal education. Several organizations provide faculty development resources and programs for law teachers, including the Association for American Law Schools, the Legal Writing Institute, the Society of American Law Teachers, the Center for Computer-Assisted Legal Instruction, and the Institute for Law School Teaching. This article is intended to inform all of those efforts. Part I of this article defines faculty development and describes the broad range of topics relevant to the improvement of teaching and learning. Part II synthesizes a set of principles for designing effective faculty development activities and programs. Part III explores in depth the central role of feedback and pedagogical knowledge in instructional improvement. Finally, Part IV articulates a model for evaluating faculty development programs and summarizes the empirical studies that assess the effectiveness of instructional improvement activities. * Professor of Law, Gonzaga University School of Law; Visiting Professor of Law, Phoenix International School of Law. The author thanks his colleagues who reviewed earlier drafts of this article and offered helpful suggestions: Alison Anderson, Lawrence Dessem, Steve Friedland, Paula Prather, Sophie Sparrow, and Mary Pat Treuthart. The author appreciates the fine work on the footnotes and text by the editors and staff of the Widener Law Review. 1. AMERICAN BAR ASSOCIATION, SECTION ON LEGAL EDUCATION AND ADMISSION TO THE BAR, STANDARDS AND RuLEs OF PROCEDURE FOR APPROVAL OF LAW SCHOOLS STANDARD 403(b) (2004-2005).

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