AALL Spectrum

AALL Spectrum / March/April 2016 / Volume 20, Number 4

AALL Spectrum / Published by American Association of Law Libraries

Issue link: https://epubs.aallnet.org/i/655362

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Page 19 of 55

18 AALL SPECTRUM | WWW.AALLNET.ORG W hen the dust settled on the American Bar Association's (ABA) most recent overhaul of its ABA Standards and Rules of Procedure for Approval of Law Schools, librarians were met with a number of significant changes. While not as obviously relevant as the changes to the library standards, one change that intimately affects librarians teaching legal research is the addition of simulation courses to the standards. A subset of experiential courses, simulation courses seem like a ripe designation for advanced and specialized legal research courses. Not only will administrators be looking for courses that meet the standard, but being designated a simulation course will ensure legal research is included in How two libraries are answering the call for experiential law school courses. BY LESLIE A. STREET AND SHAWN G. NEVERS A GOLDEN LEGAL RESEARCH SIMULATION COURSES OPPORTUNITY the important conversation of prepar- ing students for practice. In preparation for the simulation course standard to go into effect with the entering class of 2016-17, librarians at the University of North Carolina (UNC) and Brigham Young University (BYU) have begun modifying their legal research courses to comply with the standard. e requirements for simulation courses are found in two somewhat overlapping standards—303 and 304. Standard 303(a)(3) specifies that law schools must require at least six credit hours of experiential courses from the following accepted options: simu- lation courses, law clinics, and field placements. While specific definitions and requirements are provided for each in later Standards, Standard 303 provides certain requirements that all

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