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24 J. Legal Stud. Educ. v (2007)

handle is hein.journals/jlse24 and id is 1 raw text is: Editor's Corner: Happy to Be of Service to the Academy I feel a little guilty writing this Editor's Corner, because I assumed the title in August 2006. As those of you who have been in this position know, the new Editor-in-Chief owes a great debt of gratitude to the predecessor. Because of publication schedules, articles in this issue were accepted a year or more ago long before I came on board. In my case, Lucien Dhooge left the Journal of Legal Studies Education in excellent shape before moving on to become the new Editor-in-Chief of the American Business Law Journal. The past few months have taught me that my new position is extremely time consuming but very enjoyable. It has been fun to have contact with authors, editors, and reviewers and to see new issues of the Journal take shape in front of me. I am grateful for the contributions of the numerous people necessary to produce this issue. First of all, deep thanks again go to Lucien Dhooge, without whom this issue would not have been possible. The editorial staff, headed by Senior Articles Editor John Norwood and Articles Editor Tonia Murphy, and the reviewers were integral in the blind peer-review process, reviewing manuscripts, evaluating them, and providing written feedback to the authors. The common threads running through the articles in this issue are an excitement about teaching, a dedication to incorporate something new into the classroom, and a desire to disseminate information to a wider audience. The first article in this issue, One Approach to Formulating and Evaluating Student Work Groups in Legal Environment of Business Courses, explores the impact of grouping student work groups by the students' grade point average (GPA). Joan E. Camara, B. Nathaniel Carr, and Barbara L. Grota studied four semesters of students in the under- graduate Legal Environment of Business class to determine the effect of grouping by GPA on student performance. The professor divided the students into work teams; students in half the teams had similar GPAs

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