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International Law Specialization in Law Schools
Published online by Cambridge University Press: 12 May 2020
Extract
The purpose of this note is to provide some guidance in advising prelaw students who wish to specialize in international law. Two broad difficulties occur for most of us who are advising students. The first is a lack of awareness of the programs available in schools other than the most prestigious ones. The second difficulty ties into the first one since many of our advisees have little chance of getting into the nationally well-known schools. There is little problem when one is advising a'student who has a L.S.A.T. of 700+ and G.P.A. of 3.5 or better. The task is harder when the advisee has a cornbination of around 600/3.0, even though this is a good student who can get into most law schools in the country.
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- Research Article
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- Copyright © American Political Science Association 1982
References
1 For a discussion of one of the ways to increase cognitive knowledge, see Russell, James, Modular Instruction (Minneapolis: Burgess, 1974).Google Scholar See Caputo, David A., “Evaluating Student Cognitive Change in the Introductory American Politics Course,” Teaching Political Science, Vol. 1, No 1 (October. 1978), pp. 23–48CrossRefGoogle Scholar, for a discussion of cognitive change in the introductory American course.
2 For a general discussion of these attempts, see Travers, R.M.,The Second Handbook of Research on Teaching (Chicago: Rand McNally, 1973).Google Scholar Also various issues of the DEA News contains articles dealing with attitude change.
3 See Nelson, Pauline, “A Semester in Paris - Cognitive and Affective Change in an American Student Group,” Dissertation Abstracts, Vol. 38 (July, 1977), pp. 139–140.Google Scholar For an extended and useful review of the socialization literature, see Dalton, Russell J., “Reassessing Parental Socialization: Indicator Unreliability Versus Generational Transfer,” American Political Science Review, Vol. 74, No. 2 (June, 1980), pp. 421–431.CrossRefGoogle Scholar
4 The students were assigned Watsons, RichardThe Presidential Contest (New York: John Wiiey and Sons, 1980)Google Scholar, the National Journal's, Politics, Parties and 80, and a daily newspaper.
5 These questionnaires were administered, during the first and last week of each of the two classes. Dr. Henschen and we did not discuss our respective courses in any detailed way at any point during the semester. Students who did not complete both the pre and post questionnaires were deleted from this analysis. Preliminary analysis indicates there is no considerable differences among these students and those we discuss here. A useful source of comparative data can be found in The American Freshman yearly reports published by the Cooperative Institutional Research Program Graduate School of Education, University of California, Los Angeles.
6 “We would have preferred a second control group, but the difficulties associated with finding such a class and the increased costs if it had been included, made it impossible to do so.
7 In this and the two tables which follow, we decided to divide the various scores into thirds. We believe that this decision is justifiable given logical assumptions about the respondents abilities and attitudinal consistency.
8 See Dalton, pp. 421-422.