Student Bar Association 2005-2006
Eric Koester President Samir Jammal Executive Vice President Karen Morgan Chief of Staff Will Wilder Vice President of Communications Jonathan Willingham Vice President of Finance Christopher Roemer Vice President of Outreach Shannon Gibson Vice President of Programming

*************************************** Prepared and presented by the Student Bar Association The George Washington University Law School 2000 H Street, North West Washington, DC 20052 (202) 994-7150 2002 G Street, North West ***************************************


INTRODUCTION & PURPOSE.......................................................................................................... 2 INDIVIDUALIZED STUDENT DEVELOPMENT ................................................................................ 4 Introduction ............................................................................................................................... 4 The Professional Development Center.................................................................................... 4 The Narrative ............................................................................................................................. 4 The Details................................................................................................................................. 6 Skills Boards............................................................................................................................. 10 Scholarly Writing....................................................................................................................... 10 New Skills Boards & Competitions .............................................................................................. 13 Student Recognition................................................................................................................ 15 MARKETING .................................................................................................................................. 16 Introduction ............................................................................................................................. 16 Our Identity ............................................................................................................................. 16 Outreach to Prospective Students .......................................................................................... 17 Outreach to Alumni................................................................................................................. 18 Class Funds.............................................................................................................................. 19 Bring GW Law Alumni to Law School Day.................................................................................. 19 Scholarships .............................................................................................................................. 20 Invite Alumni to Law School Events ............................................................................................. 20 Host Alumni Events at the Law School......................................................................................... 21 Outreach to the Legal Profession........................................................................................... 21 Personal Contact........................................................................................................................ 22 Marketing to Legal Professionals .................................................................................................. 22 CAPITAL IMPROVEMENTS ............................................................................................................ 23 Introduction ............................................................................................................................. 23 Purpose..................................................................................................................................... 23 A Finished Product.................................................................................................................. 24 A Signature Space.................................................................................................................... 25 A Student Focus....................................................................................................................... 25 A Self-Sufficient Community .................................................................................................. 26 SUMMARY OF RECOMMENDATIONS ............................................................................................. 27 Individualized Student Development .................................................................................... 27 Marketing................................................................................................................................. 29 Capital Improvements............................................................................................................. 30


With a student-focused and individualized approach to life outside the classroom. it must be our goal to reach out to those alumni and the generations of attorneys they embody who now serve in prestigious Washington law firms and in high-level government posts. though. but must reach out to attorneys in the field. we have effected this transformation while maintaining a sense of collegiality and reaffirming rather than relegating our identity. a consistent revelation of the GW quality to the legal world. Each of us came to law school for professional development. better lawyers. We feel that our law school has actively marketed itself to prospective students. It occurs to us. We should tailor the experience of our students so that their individual potential can be realized. It should be our goal to produce more than just excellent students. The results of such a revolution. improved the physical plant. it should be our goal to 2 produce excellent lawyers. and better people. the ever elusive and mysterious criteria by which law schools are inherently judged thanks to the U. and a more satisfied community writ large. This has the benefit of increasing prestige. and alumni.INTRODUCTION & PURPOSE It is beyond question that over the past ten years GW Law has reinvented itself. serving our role as the voice of the student body. well positioned in the legal community for careers of repute and achievement. That commonality deserves a similar focus from the law school. Therefore. happier alumni. Our plan advances three major goals: a reinvention of the student experience as an individualized endeavor. to manifest the promise and potential of a George Washington University Law School education. and we assumed our three years would put us well in line for a job in our chosen field. this great institution will develop better students. and if they do not.S. And while we are thankful for that transition. Even more to our credit. based on speaking with professors. The question drew us to a common answer: it was the next step in our life’s work—in our careers. Ultimately. that certain elements within the law school continue to operate as if conducting themselves at a second tier institution. We thus set forth a plan. and strengthened our preeminence in certain fields. it is important to have an active and cohesive plan to market . administrators. that a transition occurred in the social fabric of this institution in the 1990’s—a transition that resulted in happier students. have not yet reached all corners of the law school. and a realization of the ideal physical campus. we cannot afford to forget the generations previous who may have a mixed view of the law school. It is our position. we should put the full weight of our resources into a common search. and perhaps the thesis of this document generally. News & World Report. It must be our goal that each student has a job upon graduation. Employment and academics are not diametrically opposed. The authors took this opportunity to reflect on why we each decided to attend law school. We have effectively attracted more and more qualified students.

and on a sincere belief in the role that we in the Student Bar Association play as a voice and vehicle for the student body.our law school externally. including the addition of a new law school library and a law school apartment complex. Serious consideration must be given to the importance and realization of diversity here at the school. as is all too often the case. but we are not certain where it is heading or why these changes have been made. with a mind open to manifesting that promise to which we each devote ourselves: the promise of a better George Washington University Law School. will serve to benefit our entire community. We found that our attention was initially drawn to the physical facilities that housed these law schools. Ours has undergone a radical transformation. We also discussed what drew us to the various scholastic options competing for our druthers. and so we put before you our proposals on the three most pressing issues as we see them. we find. We hope then that you read this document with a mind open to the potential that lies before. 3 . but with all the improvements benefiting students. we should focus on promoting our long-term goals for construction. We hope that you will see that we are not jaded naysayers who wish to exalt the practical and mundane over the academic and profound. we hope that you will find our recommendations to be measured and our discourse to be based on reasoning. and its recommendations. But. Our law school is not far from a logical conclusion of its renovations–it just needs to push forward and educate our community of the future steps and plans. Rather. We are pleased with the results. We in the Student Bar Association have recently adopted a new motto: praesis ut prosis. and why our ultimate choice to matriculate here at GW was difficult. This must mean making an additional push to finish renovations. This plan is by no means exhaustive. we can only address so many issues at a given time. We take this charge with humility and honor and so we set forth this plan with the hope that it will not fall on deaf ears. on active student participation. Attaining both combats many of our weaknesses among similarly ranked schools. We hope that subsequent Student Bar Association administrations and Senates will put forth plans to memorialize our commitment to diversity in a committee charged with recruiting minority faculty and students. lead that you may serve. and that they will request and be granted student representation in the Faculty Senate. This. And issues are brewing about the disconnect between students and the decision-making processes at work on campus. We hope that you will read this document. There are many discussions still to be had about how to make GW Law the best institution that it can be.

the CDO operates in isolation as a job clearinghouse. It should be a service that caters to each and Vis-à-vis Student Services. And indeed. and therein lies its fundamental flaw. of the 2L. and that it could not be remedied by merely retooling the CDO. it should be an integrated part of the academic experience. The several recommendations and strands of discussion that you will find herein have undergone an interesting evolution. 1 We in no way mean to suggest that either of these functions is not important. 1 The Professional Development Center ――――――― The centerpiece of this portion of the proposal is the Professional Development Center (PDC). 2 The Narrative In the spring of 2005. One of the common complaints raised was that the Career Development Office is a misnomer. but rather we argue that this is a myopic approach to student development. or in conjunction with Career Development at a number of schools including Duke University. As our recommendations took shape. 4L. and LLM respondents. This section was originally conceived as “The Other 65%” based on the idea that the Career Development Office and the various student opportunities at the law school cater to the scholar designees. and demonstrate a significant refinement. and a greater numbers of academic recognition programs in the law school. Instead. and the University of Minnesota. The CDO presently is a resource for students to consult. We have likewise seen the use of Professional Development in place of. the more we realized that so many of our concerns stemmed from this issue. We recommend that these two functions merge to form a department tasked with counseling students on their development.42. We in no way intend to impeach the remarkable job that Student Services does dealing with all the sundry and complicated concerns of students otherwise. 3L. it became evident that a more radical approach would be required. Strikingly. This branch of our proposal calls for a restructuring of the student experience to form a more holistic approach to our education and development as attorneys. advising functions of Student Services. more opportunities for participation on skills boards. Currently. with 1 being very unsatisfied and 5 being very satisfied. It asserts three areas of improvement: the creation of a new Professional Development Center as a combination of the CDO and certain elements of Student Services. the SBA conducted a survey of students on their perceptions and experiences with the CDO. precisely the population that does not need the help. The more late night discussions and conversations over dinner that went in to the authoring of this plan. the average level of satisfaction on a 5-point scale.INDIVIDUALIZED STUDENT DEVELOPMENT Introduction ―――――――――――― The experience of conceiving and authoring this document has been remarkable. was an appalling 2. the University of Arizona. 2 The name Career Development Office is used at a number of law schools. and arguably fact. we believe that our ultimate plan will result in benefits beyond our initial concerns. we are only referencing the academic advising function here. After careful analysis and thought. and Student Services operates as a pre-registration scheduling counselor. we have realized that this perception. as the CDO doesn’t infect offer career development. results from the underlying ethos of our current CDO. Such a center would be an amalgam of the CDO and the academic 4 .

and an approach to careers that results in many students feeling left in the cold. Currently. She longed to participate in law review. We suggest a unique program that integrates. we 5 . and encourage participation in skills boards relevant to that student’s interests while eschewing others. An anecdote may be necessary to explain the latter point prior to moving on. or Yale and attempts to do so would be foolhardy at best. our balkanized system suggests little guidance on which courses might be better or worse for a particular interest. At a more seasoned time. knew that going in to the process. To be sure. Indeed. we need to be innovative. We can do all of these things. We believe that offering a unique program of professional development will separate us from the top schools and provide a unique appeal to GW. attempt to tailor job searches and class choices to those interests. each lamenting that they had fallen prey to the law school mentality: you must do everything and excel at it all. The PDC would offer comprehensive counseling— advice on course selection.every student. Any approach to make GW more like schools higher ranked is doomed to failure. Stanford. One of our great strengths is our scholarship and talented faculty. in no way do we suggest that the school should focus its academics on getting students a job. on an individualized basis. and different from schools in our echelon. and even skills board pursuits. both found themselves participating in both the first year moot court competition and the journal competition. We will never be Harvard. There is certainly something to be said for trying something new. We as an institution must find a way to attract the talented students and the prestigious job opportunities. The realities of our new system would include counselors who explore career and life interests with each student. each had a miserable time doing the other’s competition. whether appropriate or not. There is a certain sense in which arguing for efforts to rise in the ranking and therefore attract better students and firms is fallacious—it puts the cart before the horse. The system we propose offers a benefit that at first was not apparent to even the authors. We believe that it would be the role of counselors in the PDC to explore and advise students in similar situations. and doing so will in turn raise our profile. they discussed the appropriateness and perhaps serendipity of that result. a mindset that encourages unrealistic excellence in all skills boards. and did it anyway. rather than isolates the various facets of life as a law student. Appropriately. we believe. Indeed. that has a direct affect on the students who choose to matriculate and the firms that choose to interview here. The reality is that neither wanted to do what the other did. while he found oral advocacy exhilarating. he was asked to join the Moot Court Board while she was asked to join the Law Review. Neither made the other’s skills board. Despite this fact. One of the authors of this document and a very good friend of his had diametrically opposed interests concerning skills boards. GW finds itself twentieth among law schools and. without changing the core values and systems of this great institution. Rather. They shared similar levels of distaste for the other’s interests. career exploration and application. cuttingedge. but imagine had the result been reversed and both were selected to the other’s interest.

and how various classes fit into the student’s broader plan. This would serve as a supplement to the panels that are currently conducted by a section’s first year professors in which they offer their suggestions on course selections. whether they still feel that law school is right for them. and what hopes and expectations they have for summer employment. During the fall semester. Or perhaps if the student is sure of his or her interests. and the realities of the job market. is an increased focus on alumni relations. Additionally. discussed more fully in Part II of this proposal. Similarly. Part of our global plan. In that context. Happier students will speak better of GW. A concept that seems foreign to some of academia. what they expect to get out of it. and we have tailored our proposal to operate bounded by our rich institutional heritage. Those that have not would be called back in to a second interview with the counselor. During this session. by semester. but we have been unable to effectively differentiate ourselves from the competition. This must begin with a focus on student satisfaction.already have the benefit of a unique environment. The search could be more tailored. both in terms of geography and community. better-rounded. the counselor might suggest trying something different. advance farther. they would call for a tracking system. each first-year student would meet with a counselor so that each can get to know the other. via the tracking system. A given counselor would be responsible for the same 6 group of students throughout their time at GW and beyond. is that today’s students are tomorrow’s alumni. and are broken down for ease of description. and thus be more willing and able to give back to GW. whereby each and every student. We would like to allay those fears presently with the details as we have conceived them. This is indeed a fine line to walk. and ultimately more successful attorneys who. and a faculty second-to-none. Our counseling efforts would extend from the first year through the third. The Details Perhaps you were beginning to believe that this was a proposal with an extended introduction that spoke in broad generalities and ultimately led nowhere. will have had a happier experience. A second meeting would follow in February after grades were released. Counselors would be expected to follow-up after Spring Break to determine. and perhaps even more foreign to development offices. Such an approach will have the additional benefit of producing better prepared. Counselors might want to encourage students to test whether their interests are correct by experimenting in that field in their first summer. . and their progress in job search and academic performance is tracked so that those students who need the most help are easily identified. and perhaps a short legal interest survey. In either event. the counselor would make a connection between general career goals and planning for the 1L summer. whether students have yet secured summer employment. if nothing else. the counselor would be expected to discuss course selection. be better attorneys in the world. the counselor and student could revisit their career interests. Discussions in such sessions would cover why the student chose to attend law school. counselors would be expected to discuss whether the student’s interests have changed based on the first semester.

including regional programs. corporate firms—the primary 7 . First and foremost. First. panels. we were in the tops of our respective classes. stated that “Generally around 4748% of the students will find their summer jobs through FIP. all students expect that the CDO’s remonstrations are directed at people other than themselves. It is these students who are crushed because of false hope when they are turned down for interview after interview while their friends in the top 15% receive upwards of thirty interviews each. the focus would shift from all first-year students. seeks to remedy this situation to the greatest extent possible through several different means. Second. there is a disconnect between what the current CDO says and what it does. We followed up with Ms. though. In a recent Nota Bene article. Rather than accosting the whole of the rising 2L class with a blitzkrieg of information.” This simply did not sit right with the authors. counselors would meet with all first-year students to discuss the eminent Fall Interview Program. the overwhelming opinion among students is that they should and will get their long-term employment via the Fall Interview Program (FIP). packets. The very same way that all students expect to be in the top 35% of the class. be all of career opportunities. Currently. especially given that our survey indicated that only 31% of students found jobs through FIP. Our proposal. As many of the authors of this plan obtained their summer employment through such campaigns. We all come from wellregarded schools. This fact evidences the underlying philosophy of this prong of our plan: customizing the PDC to those who need its services. each counselor would be able to recommend participation in FIP to those students whose interests align with large. Finally. Finally. at the end of the year. and more importantly result in far fewer employment opportunities. to just those who remain without employment or summer plans. certainly not with help from the CDO. those individuals hardest hit are students in the 50-35 percentile.and more individually focused for each student. but they receive only a fraction of the attention given to the FIP. and this is false. While professing to students that FIP is just one program offered by the CDO for career placement. Several problematic facts contribute to this misperception. Indeed. the individualized counselor interaction allows the PDC to mold a unique career focus for each student. both statistically and anecdotally. Director of the CDO. Moreover. and emails regarding the FIP. the reality is FIP is treated as the end all. and the new PDC. the CDO currently states that approximately half of all students get jobs through the FIP. we feel safe in attesting that no student feels that direct writing is part of the FIP—it is done individually. Carole Montgomery. no matter how much you tell students that many of them will not get a job through FIP. some of which can and should be institutionally addressed. Montgomery directly. and we have performed well on the LSAT. the very nature of GW students prevents that reality from setting in. who informed us that the CDO considers direct writing campaigns by individual students as part of FIP. The CDO makes claims that the Small Firm Interview Program and Government & Public Interest Fair is available.

1875 Hours per Semester 20 Counseling/Advising Hours per week 10 advising weeks per semester 200 Hours of Advising Per Councilor Approximately 10 Counselors Needed Currently have 14 staff members in CDO Office 8 . 2L/3L: 500 Hours Feb Mar Apr Schedule 1L: Spring Advising (after Feb 15) Schedule 1L: Spring Advising 2L/3L: Follow-up Advising Schedule 1L: Follow-up 2L/3L: Follow-up Hours Req. Prep/Follow-up) Schedule 1L: Follow-up 2L/3L: Follow-up Hours Req. 1L: 300 Hours 2L/3L: 400 Hours Hours Req.Professional Development Center Counseling Schedule Aug Schedule Sep Schedule 1L: Interest Inventory (LRW Class) 2L/3L: Participate in FIP 2L/3L: Advising Sessions Oct Schedule 1L: Advising Sessions (late Oct. May Summary 1875 Students 1 Hour per Student (30 Min. 1L: 300 Hours 2L/3L: 300 Hours Hours Req.) 2L/3L: Advising Sessions Hours Req. 2L/3L: 200 Hours Hours Req. Hours Req. 1L: 300 Hours Hours Req. 1L: 300 Hours 2L/3L: 300 Hours Jan Nov Schedule 1L: Advising Sessions Dec Schedule Schedule 2L/3L: Spring Advising (until Feb 15) Hours Req. Meeting + 30 Min. 2L/3L: 700 Counseling Hours Hours Req.

to discuss the realities of FIP. In the fall of the third year. we do note that the individualized focus that we are advocating can and has been done successfully elsewhere. In the spring. The resources required for individualized advising and counseling are not prohibitive. but merely a transition point between an intramural and extramural relationship. would hopefully not mark the end of the relationship between a student and his/her counselor. Such interviews. If a counselor were forced to say “well.participants in FIP. while Boston College provides counseling by a faculty mentor. and develop a strategy for applying to such positions. In order to ensure that this new enterprise remains both effective and responsive to student needs. thus. the counselors would be expected to guide the attendant job search. clerkship applications. academic plans. so you shouldn’t do FIP. faculty. all students would participate in exit interviews. the individualized attention would allow counselors to demystify FIP and reduce the pressure associated with success in FIP by explaining the realities of the program. Any student still without a job or alternative plan by April would again meet with his/her counselor. For those students without jobs from FIP. determine if it is the best and desired course of action. Finally. and the services offered by the PDC. we recommend the addition of institutionalized oversight. and academic choices. most offers from FIP should be known to students. While we are not asking for such lofty aspirations. those students without long-term employment would meet with their counselor at the beginning of the semester to re-evaluate. and alumni should work together on an oversight committee. At this time. further meetings would occur until some career path has been identified and procured. Counselors and students could analyze first summer experiences and FIP results. but we don’t actually have anything of substance to otherwise offer you. would be expected. and refine the job search. and tailor the firm search accordingly. As necessary. Ensuring that each student is still on track with their goals and/or revising those goals as necessary is an important but lacking function of our school. Georgetown provides academic advising to students by specified administrators and counselors. and career aspirations. Students. Concurrent with these last-minute meetings. empowered to make recommendations to the 9 . you’re not really interested in large firms. helping to plan a realistic approach. Counselors would again meet in January with those students who still did not have summer employment. and then revisit long-term goals. The summary of our estimates can be found on the preceding page. many of the students here at GW were also accepted at schools like Cornell. The next meeting would then not come until mid-October of the second year. all students who had expressed interest in judicial clerkships would meet with their counselor to discuss the implications of such a career choice. Counselors. gauge each student’s interest. and tailored to the individual.” it would be painfully clear that a new focus is required. also provide individualized counseling. Finally. in which the reflection begun in the fall with each 3L. Second. Indeed. would culminate in an in-depth discussion of a student’s academic and professional development up to that point. MBA programs. his/her law school experience generally. at the final meeting with first year students. the individualized nature of the program would bring into sharp relief the reality of the current CDO in terms of its limited offerings. students would meet with their counselors between September 1st and October 15th to debrief on summer experiences. though. such as that at Wharton. where the career office guarantees a job within six months of graduation. Notably. Counselors would also use meetings with 3Ls to reflect on and improve upon services currently provided.

while 83% said participation on any journal was preferred. We are in no way advocating that the prestige associated with 10 journal participation be lessened so that more people can simply get jobs. These data tell us two things: it will be difficult for GW to increase its ranking without increasing its journal participation rate. 87% 13% 0% Skills Boards Moot Court Pref. We recommend increasing the number of students that can participate on current journals as well as addressing the relatively low number of journals at our law school. First. The authors of this document are cognizant of the logical fallacy that seems to follow from this discussion. News and World Report annual ranking. and we are not providing enough scholarly writing opportunities to students from our current journals. Not Req. as an institution. The remaining 63% of students are thus left at a serious disadvantage. Likewise. This is a good opportunity to bring to . 0% Not Req. it is important to increase the number of scholarly writing opportunities for students. Likewise. But GW is in no danger of devaluing journal experience. According to the most recent American Bar Association survey from 2003-2004. those four journals comprise 387 student participants. only four of the schools have four or fewer journals. 57% Req. we currently publish four journals in which students can participate. Skills Boards ―――――――――――― The second prong of effectuating individualized student development is the expansion of the skills board opportunities available to students. Moreover. then it becomes meaningless. 43% than GW (37%). third. as is done at several other peer institutions. This information is available on the charts opposite this page. 87% said participation in the Law Review was preferred. only ten of the top 30 schools (excluding GW) have participation rates equal to or lower than GW. only five of the schools ranked above us have a participation rate on journals equal or lower Req. 0% Writing Programs Law Review Pref. Only ten of the top 30 schools (excluding GW) have four or fewer journals. and the number of journals generally. Of those 30. If you were to compare us to the other 29 schools in the top 30 of the U. 83% 17% Mock Trial Pref. we recommend that the PDC itself be headed by an assistant or associate dean. This academic oversight is especially important given the increased academic focus of the PDC versus the current CDO. Req. We. Not Req. you would find similar statistics. Req. are at the lower end of both the number of journals and participation rates on those journals. Our recommendations are thus as follows. Such an argument corresponds to grade inflation. Not Req. Such limited participation not only impacts job prospects. At the George Washington University Law School. and fourth year) serve as members of a journal at our law school. usually in the form of journal experience. it also severely limits clerkship applications where judges are largely preferential to students with some scholarly writing experience. Of schools ranked above GW. Thus 37% of the eligible students (students in their second. The remaining fifteen schools have more than four journals.PDC Director. We surveyed 30 firms interviewing in the Fall 2005 Fall Interview Program. we must develop new opportunities for students to participate on journals. 67% 33% 0% Some Journal Pref. Scholarly Writing Scholarly writing is undoubtedly important to employers of law students. if everyone is on a journal. This effort takes two forms: increasing scholarly writing opportunities and the creation of new skills boards and competitions.S. In order to be competitive in the job market and to increase public perception of our law school.

Number of Journals per Law School US News Rank 1 2 3 4 5 6 7 7 9 10 10 12 13 14 15 16 17 18 19 20 20 20 23 23 23 23 27 28 29 29 School Yale University (CT) Harvard University (MA) Stanford University (CA) Columbia University (NY) New York University University of Chicago University of Michigan–Ann Arbor University of Pennsylvania University of Virginia Duke University (NC) Northwestern University (IL) Cornell University (NY) University of California–Berkeley Georgetown University (DC) University of Texas–Austin University of California–Los Angeles Vanderbilt University (TN) University of Southern California University of Minnesota–Twin Cities George Washington University (DC) University of Notre Dame (IN) Washington University in St. Louis Boston University Emory University (GA) University of Iowa Washington and Lee University (VA) University of Illinois–Urbana-Champaign University of North Carolina–Chapel Hill Boston College College of William and Mary (VA) Howard Catholic American No. of Journals 9 13 7 14 8 3 6 4 8 7 5 3 10 10 12 10 3 5 8 4 5 3 6 3 3 3 6 4 6 4 1 3 8 11 .

7 1.102.Journal Participation Rates per Law School US News Rank 1 2 3 4 5 6 7 7 9 10 10 12 13 14 15 16 17 18 19 20 20 20 23 23 23 23 27 28 29 29 School Yale University (CT) Harvard University (MA) Stanford University (CA) Columbia University (NY) New York University University of Chicago University of Michigan–Ann Arbor University of Pennsylvania University of Virginia Duke University (NC) Northwestern University (IL) Cornell University (NY) University of California–Berkeley Georgetown University (DC) University of Texas–Austin University of California–Los Angeles Vanderbilt University (TN) University of Southern California University of Minnesota–Twin Cities George Washington University (DC) University of Notre Dame (IN) Washington University in St.3 396.0 616.0 494.0 551.7 1.7 436.3 259.7 593.0 1.7 897.7 368.0 464.0 816.0 488.0 1.3 926.036.3 392.3 724.0 471.0 388.3 544.7 766.0 Total on Journals 694 681 341 544 490 80 382 299 500 250 236 235 172 690 646 375 180 153 188 387 133 207 335 151 173 89 141 178 166 218 40 180 265 12 .0 346. Louis Boston University Emory University (GA) University of Iowa Washington and Lee University (VA) University of Illinois–Urbana-Champaign University of North Carolina–Chapel Hill Boston College College of William and Mary (VA) Howard Catholic American Journal Participation Rate 179% 62% 99% 67% 55% 20% 50% 54% 69% 57% 48% 60% 28% 52% 63% 58% 45% 36% 36% 37% 36% 42% 62% 32% 36% 34% 31% 38% 31% 56% 12% 30% 29% Total Eligible for Journals 388.7 430.0 390.7 346.0 524.3 454.7 538.021.328.3 641.7 483.

the Student Bar Association will recognize several students for excellence in written work with cash prizes and the opportunity to be published in a collection of written work by GW Law Students. In the short run. We therefore encourage the law school to develop writing opportunities that may not be purely legal including transaction work. In our analysis of 30 firms interviewing at this year’s Fall Interview Program. only the American Intellectual Property Law Association Quarterly of the four journals at GW does not consider grades as a factor. seems antithetical to the title “skills board. We find that. but who are no more an oral advocate than the average student. and the Alternative Dispute Resolution (ADR) Board. we must provide alternative writing opportunities. It is only the Law Review itself which uses grades as a determinative factor. Using a student’s grades as a determinative factor. as well as the traditional note writing fare. to a certain extent.the fore our strength in Complex Litigation. the Mock Trial Board. Such a system encourages writing as a skill. students may apply to the several journals based solely on their writing. The authors certainly understand that. The addition of journals at this law school will work to enhance the outside reputation of the law school in the legal community and provide students with a greater ability to obtain jobs. Not only does it focus on certain of strengths unique to GW. Second. and serves to set us apart from similarly ranked schools. Health Law. editorials. as the other three journals do. It would be curious indeed if the Moot Court Board allowed those students to participate who are in the top 25% of the class. and universal in legal academia. At present. it casts the school’s collective gaze vanward. and other various specialties of the law school. Each year. we looked to see the preference for participants of the 13 . This represents an example of a competition that will provide greater exposure for writers. Presently. New Skills Boards & Competitions The importance of legal skills training cannot be understated. it is important to develop options such as internal writing competitions or increased access to outside writing competitions to help students have the most opportunity to participate in writing during law school. we are unable to accommodate all the students that wish to participate in journals – fewer than 40% of interested students receive a position on a journal. We encourage more competitions such as legislative drafting competitions.” In only a superficial way are such journals therefore focusing on writing as a skill. as well as allowing students interested in particular fields to focus their attention on particular journals. and similar skills-based practices. or rewarding students whose natural talents lead them to writing as a passion. Corporate Responsibility. the law school has three skills boards: the Moot Court Board. given the size of our school. we must develop internal writing competitions. we do not provide enough scholarly writing opportunities for students. an institution’s law review is an honor as well as a forum for good writing. But to expand that philosophy to the other journals is to simply create another way of stating one’s GPA. There. We also may benefit from taking a cue from a school such as the University of Virginia. Finally. In 2005.

International Law Documents. For example. mergers and acquisitions. Mock Trial. Promotion of diversity. We found that 57% of the firms preferred participation on the Mock Trial Board while 67% preferred participation on the Moot Court Board. or estates. Health Law Moot Court. it is important to explore alternative competitions that fall within any of the 14 current boards. we find that the creation of more opportunities for students to participate will give students more opportunities to excel and gain valuable training. Other options and opportunities include: Legislative Drafting Competitions. Second. the Moot Court Board is currently exploring the possibility of having a new general-interest competition in the spring as another opportunity for students to try-out for the Board. This includes increasing participation in both internal and external competitions. we feel that we must also find ways to allow students to participate in skills competitions that are not members of the respective skills boards. the Alternative Dispute Resolution Board currently holds two internal competitions: Client Counseling and Negotiations. Likewise. As an example. Therefore. the participation and excellence in skills-related competitions is held to be important by interviewing organizations. It is important to provide a broad breadth of opportunities for students to participate in traditional legal skills such as Moot Court. Environmental Documents or Legislation. we must expand the number of “alternative” skills competitions and boards. though. will help promote well-rounded and individualized student development. we hope that alternativeskills training programs may attract students with interests different from those of the current boards. and Alternative Dispute Resolution.Mock Trial and Moot Court Skills Boards. No firms noted preference for the ADR Board. These types of skills competitions are important because we oftentimes rely on areapractitioners and alumni to judge such competitions. Third. This serves as an important tool for the law school to reach out to practitioners and provide a valuable training program for students. we should encourage non-members to attend. Intellectual Property Documents or Transactions. If a competition exists that GW does not currently participate in or in which no member of the skills board is planning to participate. In particular. and others. First. legal documents such as wills. we must increase the number of traditional skills competitions. we feel it is important to cultivate additional opportunities for GW Law students to participate in legal skills practice. We have four major recommendations. These include transaction work. but we should not exclude student participation if . Overall. Other such options and opportunities include: Arbitration Competition (ADR). registration/travel costs) to these teams. Additionally. trusts. Civil Trial Mock Trial Competitions (Mock Trial). A number of non-traditional or alternative legal skills allow for significant opportunity. We will need to provide resources (coaching. Plea Bargain Competitions (ADR/Mock Trial). the development of a skills board focused on corporate law initiatives including transactions may have a broad market. as recognized in ever so many Supreme Court opinions on the nature of American academia. Obviously. It is also undoubtedly central to a career as an effective and well-rounded attorney.

First. the scholar-designation awards are only given to students that are in the top x% of the class for their cumulative GPA. the potential does exist that many students cannot participate in these courses. negotiations. Therefore. writing. It is important to develop recognition programs that can be highlighted by a number of students. It is important to develop awards and recognition for excellence during the course of law school and highlight outstanding scholarship. however. there are Hispanic Law Student Association (HLSA) competitions that GW first participated in during the 2004-2005 school year – with tremendous success. Therefore. we recommend the implementation of semester GPA recognition. semester. service. This includes recognition of outstanding work in external legal skills competitions. Simply put. yet not be able to raise his or her GPA to showcase cumulative excellence. Second. national leadership positions. the law school should recognize scholar designations by the cumulative basis. we find that there may be value in adding non-credit skills training courses. Unfortunately. the school should develop annual awards for non-graduating students. Student Recognition ―― In order to produce better-rounded students with practical appeal both to potential employers and judges. This serves to provide greater exposure to students as well as provide employers with students who are better trained in the practical legal arts.the team is properly prepared and the skills board does not wish or cannot compete. The law school offers a number of awards at graduation for students. Fourth. we recommend adding non-credit skills training courses in compressed formats. This is an example of a trend that should be continued – involvement of students in skills to enhance their legal knowledge for their career. it is important to find additional ways and methods to recognize excellence at the law school. and internal recognition programs. a student may have an excellent 15 . but should also consider recognition for individual semester academic excellence. For example. We have seen a dramatic expansion in the number and type of skills courses at the law school. or legal drafting are without question. In such a course. a professor of Negotiations could offer a shortened schedule course (8-12 hours) for interested students who could receive some type of notation on their transcript or resume. Currently. many times these awards no longer assist the student in his or her job search. there is a limitation on time and credits available for these courses. and leadership. While the value of these courses such as trial advocacy.

We must make it clear to the legal community across the country that GW Law is a unique entity that excels in all aspects of legal education. and government contracts. But we are also so much more than just the sum of these parts. In order to truly take our place in the pantheon of legal scholastic hegemony. but marketed appropriately. It is thus crucial that it be carefully developed and appropriately stated. that the law . we do not recommend an alteration to our institutional and cultural identity. student life is ever improving. we must first ensure that we enunciate that identity. In this period of constant upgrowth. rebuild relationships with alumni and bring them more fully into the fold of our shared community. and each year we are told that the incoming class is even brighter and more achieved than the previous. Excellence without appropriate marketing results in brilliance without application. including administrators. Therefore. but rather advocate for a full and formal explanation of that identity—a cohesive illustration of what it is to be The George Washington University Law School. It is not enough to excel in legal education. students. Our lack of clarity in expressing and marketing GW Law has an impact on the students that choose to matriculate. we must give that identity expression. and the job opportunities available to our graduates and alumni. charged with the explication of the GW Law identity. In this section. As current students. the quality of 16 Our Identity ―――――――――――― Before we can properly market out identity. Our campus is being renovated. The nature and form of that expression should frame all outreach and marketing efforts undertaken by the law school. and second we must make known the full scope of our character.MARKETING Introduction ―――――――――――― Members of the GW Law Community cannot deny that we as an institution have a unique identity. international law. and alumni. with superior programs in intellectual property law. the faculty and scholars that we can attract. And while our excellence in these fields is well known. we are sometimes confined by those very same fields. in order to fulfill and market the GW Law identity. we have the luxury of attending GW Law in such a progressive period in the school’s history. faculty. We are a collegial environment. we propose three main efforts: sincerely communicate with prospective students to keep the top accepted students here at GW. We further recommend and stress as integral to a successful effort. We therefore recommend that the law school from a committee of constituents from across the GW Law community. and emphatically reach out to members of the legal profession through a renewed marketing approach that aims to identify and separate GW Law from the sundry other fine institutions of legal education. we want to be sure that the image and identity of GW Law is maintained. GW Law should be known as a leader in the legal profession in all possible modi.

the focus should then shift to the Recruitment Director to ensure that the best of the admitted students decide to attend GW Law. In no way do we mean to diminish the excellent job done by Dean Stanek and his staff. We need to be certain that there is someone who can communicate our identity to prospective students. Notably. After the application process. The former concerns academic standards and decisions on who should and should not be admitted. we effectively convey the GW Law identity. after facilitating the discussions of the committee. which was credited by some as contributing to Northwestern’s rise in prominence and concurrent rise in law school rankings. to lead this effort. for it is only when that defined identity is embraced by the larger community that it can be successfully demonstrated to the targets of our marketing. have a tendency to lose students to other similarly ranked schools. should then be tasked with developing a strategy for marketing that identity. alumni. not the recruitment process. we propose the establishment of a Recruitment Director as part of the new marketing office. We are confident that once a student has a true picture of what it means to be a GW Law should contract with an external marketing firm. however. this demand does not always translate into the best students. the majority of students who are accepted at both George Washington and Georgetown attend Georgetown. We recommend that the law school carry through the long-term marketing of GW Law by a new marketing office. The committee should produce a report defining the vision. we must attract and retain the best possible prospective students. specialists in the construction of effective messages. and mission of the GW Law School. Currently. Northwestern Law School spent considerable time and energy developing a plan that lays forth the values and identity of the school. This office should be directed by a marketing expert. and potential employers. 17 . It is important to note the difference between a Recruitment Director and the current admissions staff. we must reach three demographics: prospective students. for in order to successfully market the GW Law identity. It will be easier for prospective students to choose us—both during the application and acceptance stages—when they know us. This person will be in charge of marketing the unique identity of GW Law to prospective students. But their concern should and must be the admissions process. GW Law is the second most-applied-to law schools in the country. The first step towards reaching out to prospective students is to succinctly and Outreach to Prospective Students ―― In order to have the best possible GW Law students. for example. Our report should similarly be publicized to all members of the GW Law community. Therefore. and it should be charged with oversight of all external communications to insure consistency. Once that process is completed. The marketing firm. values. The role of this office as per these demographics is discussed in the following three sections. This office will thus serve as the focal point of the three major outreach efforts conducted by the law school. they will choose to matriculate.

Cornell. In addition. To that end. Efforts to work with alumni are currently split between up to three different and often unrelated offices in the law school: Alumni Relations. from the day they first receive an information brochure to the deadline for accepting their offers. we recommend two coordinate efforts: personalized alumni outreach and the creation of an online alumni community. since all materials would go through one person. and it is essential for the future of the law school to reinvigorate as many of those alumni as possible. By integrating all marketing going towards prospective students. As such. and any other recruitment events. we recommend that direct communications be made personally by alumni staff. and would therefore have a strong role in planning tours of the law school. This can be attributed to several factors. it will also help to improve the attitude of alumni and the reputation of the school. Development. but it must be facilitated and personalized. discussed below. The community should take the form of a website devoted to connecting alumni with the school and with each other. and that other information is routine. Such a site should present alumni with the various resources that they need to interact with the school ranging from career resources to alumni giving options. GW Law must reach out to our alumni. though. we will be able to strengthen the overall process of marketing to prospective students. the Recruitment Director would oversee all materials sent to admitted students. we recommend a more focused approach by which all communication must pass through the Marketing Director. Such is the purpose of the online community. that certain information must go out to all alumni and thus personal communication is prohibitively time-consuming. Having one person in charge of the process from start to finish will allow cohesion throughout the process. In addition. Communication with alumni. it will be a natural progression for alumni to donate to the law school. Outreach to Alumni ――― Legal education cannot exist in a vacuum. Duke. If we can make this happen. regional Admitted Students Receptions. but certainly one of the main reasons is the disconnect among the . the Recruitment Director would oversee the Student Recruitment Committee. A lawyer’s attachments to his or her school should not last for only three (or four) years. We recognize. in order to make the GW Law identity familiar to undergraduate students. Therefore.The Recruitment Director would ideally have a strong relationship with undergraduate universities throughout the country. and Emory. Preview Day. Our goal should be to make every alumnus and alumna proud of the legal education he or she received and the academic institution that GW Law has become. 18 The first step in reincorporating alumni into the GW Law community must be a consolidation of communication. from print materials to events. must not only be consistent. Not only will increased alumni outreach lead to increased fundraising. Mass emails are impersonal and do not engender feelings of pride and fellowship. and they with the school. We need to simplify the process for alumni and make their involvement in our community consistent. In order to do this. There is a significant segment of GW Alumni that have become disconnected from the law school. our network is not as strong as peer institutions such as USC. Such communications should foster a personal relationship between the individual alumnus or alumna and the institution. Some alumni have claimed that they are contacted by various departments and are uncertain with whom they should work with on issues. In addition. Despite our incredibly large alumni base. and the CDO. we could avoid sending too many mailings or repetitive information.

even in a remote way. student leaders would be available to answer any questions. we could have students taking small groups of alumni on tours of the law school. Efforts by current students to connect with alumni have heretofore been hindered by the unnecessarily restrictive. but also in their local community. alumni could mingle with former classmates. Since many alumni complained about the state of the physical campus when they were students. Regional alumni directors should be created who are responsible for coordinating alumni efforts in their areas ranging from social gatherings to fundraising to courting accepted students. not the least of which are those discussed above. Such officers should be elected in five year terms. Such chapters will be responsible for conducting luncheons. and creating fellowship between former GW Law students within their organization.alumni and between the alumni and the current school. funded by money collected in the Class Gift program and any subsequent fundspecific donations. It is between the alumni and the experience of law school—between alumni and the current students. Alumni can be linked to one another both through an online community. The physical campus itself has changed dramatically in a short amount of time. Establishing funds for each graduating class will allow alumni to donate to the school. The school should foster the creation of alumni chapters in cities and organizations with high concentrations of GW Law alumni. Some suggestions for alumni programming include the following: Class Funds One way to connect students of GW Law across generations is to make alumni involved. Alumni chapters should also be established within organizations such as firms and government agencies. Even though alumni cannot benefit from the physical changes as much as current students can. it is important to expose alumni to the physical campus of the law school. with the direction of the school. These officers will be responsible for directing how the interest from that fund will be appropriated with the school and coordinating continued fundraising. But the disconnect is between more than just the alumni and the law school qua an institution. Therefore. We recommend that each graduating class elect officers to oversee an endowment. sub rosa approach taken by the Alumni Office to contact between current and former students. but simultaneously direct those funds. 19 . our efforts must extend beyond the beltway. One way to do that is to have a day where we specifically bring GW Law Alumni to the law school. This disconnect can be overcome in several different ways. it is important to include current students in alumni outreach programming. they appreciate the value of these changes both for students and for the law school as a whole. coordinating recruiting efforts vis-à-vis GW Law students. Unfortunately. In particular. many alumni are either unaware of the changes or unaware of the actual extent of the physical improvements. Programming must be an important aspect of alumni outreach. The severe limitations placed on the release of alumni records affect far more than job solicitations and instead prevent any meaningful contact between classes and generations of GW Law students. On this day. they are more likely to contribute funds specifically to turn GW Law into the type of law school they would have liked to attend. in conjunction with fiveyear reunions Bring GW Law Alumni to Law School Day GW Law has gone through numerous changes in the past few years. thereby keeping them involved. We cannot sufficiently stress that this can only be effected by reducing the barrier between current students and alumni.

a duel focus should be on building awareness about the success of the school the past few years and welcoming these alums back. as chosen by the alumnus or alumna. and colleagues. Alumni-sponsored scholarships will have another positive long-term effect. the alumnus will feel that the law school is accountable for the money that was donated. extracurricular organization. alumni would likely be more willing to make a large contribution to the law school if they knew exactly where the funds were going. The scholarships would be in any amount. a minority alumnus may want to sponsor a minority scholarship. hopefully evoke wistful sentiments. Scholarships Another way to reach out to alumni and increase interaction between students and alumni is to offer alumni-sponsored scholarships. In addition. If a specific student is receiving a scholarship as a result of the alumnus’s gift. These scholarships would accomplish a number of objectives. alumni will have the chance to interact with students in similar circumstances. or personal situation. when the SBA Minority Affairs Committee plans this year’s minority student dinner. students will likely find possible mentors in the alumni who sponsor their scholarships. First. from $1000 to full tuition. these scholarships will be made on behalf of a particular alumnus or alumna. Encouraging students to interact with alumni—in a manner other than soliciting employment—creates a bond between classes. By allowing alumni to choose an aspect of their law career that they find significant and sponsor the education of another student in a similar situation. Invite Alumni to Law School Events While much of the focus in alumni relations is about getting money. Bringing alumni back to their school will also make fresh in their minds the experience of law school once again. an environmental lawyer may want to sponsor a scholarship for someone in the field of environmental law. we will 20 encourage alumni to bond with students. Student groups should be able to coordinate with the Alumni Office for career networking events or just general gatherings. Such connections certainly lead to increased generosity. skills board. but most importantly. A student who is the beneficiary of one of these scholarships will be much more likely to contribute to the law school in the future. BLSA. alumni would be exposed to the physical campus of the law school. etc. While the SBA should make a concerted effort to encourage student groups . An alumnus who can pinpoint how alumni donations helped him during his tenure as a student will be more likely to contribute similarly as an alumnus.) should have access to lists of alumni who might be interested in attending such an event. Recipients of these scholarships will be future donors. in order to sponsor a student in a similar field of study. For example. Second. The alumni would be encouraged to meet with the student who receives the scholarship. and develop some sense of camaraderie between themselves and current students. Ideally. perhaps even by offering a scholarship of his or her own. student groups (HLSA. a sense of community across time.professors. For example. creating a revolving door of alumni donors.

as well building stronger communities with not just the general law school. Outreach to the Legal Profession ――――――――――――――― Many members of the legal community are not fully aware of the excellence of GW Law. who may have previously not been inclined to donate. In order to reach out to legal professionals and change their assessment of GW Law. First we should task the Director of Marketing with reaching out to legal professionals. especially in the instance where an organization or organizations are just now building the capacity to maintain such contacts. This is only possible if the walls built by the Alumni Office barring communication between current and former students are lowered. having a successful event requires help from the school. Second. student groups and the Alumni Office should coordinate with one another on at least one event per year that reaches out to alumni who were either members of the organization or would be sympathetic to its goals. In addition. he or she would be the primary responsible party 21 . Correspondingly. The difficulty of changing a law school’s reputation within the legal profession affects GW Law in many ways. Perhaps most importantly. anyone planning an event that would otherwise be held at a restaurant or hotel should at least strongly consider hosting the event in the law school. Host Alumni Events at the Law School Every alumni event that can reasonably be held at the law school should be. These events can currently be held in the Faculty Lounge or in an area of the first floor. would be marketing the unique product of GW Law—our students and their excellence—to legal professionals. The Marketing Director’s position would have two main components. but with specific aspects of the school. Dean Lawrence’s welcome receptions in DC should be held at the law school. For example. This would help educate alumni. The Marketing Director’s primary job. create databases of their current and former members. on the great work students are doing. many employers who recruit at similarly ranked schools do not come to GW Law’s on campus interviews. and support creative endeavors by student groups attempting to build connections with the greater GW law community. events should be held in the signature space in the library. Often legal professionals base their assessments of a law school on the scores that school received the previous keep member lists from years past. For example. we propose a two-step approach. Although there are occasions where it is preferable for the law school to go to alumni. If we can find a way to increase our reputation among the legal profession. First. students have a more difficult time finding employment because GW’s reputation in the profession is not maximized. although we are slowly making our way up in the rankings based on other factors. other than overseeing the office of marketing generally. he or she would be responsible for making personal contact with firms throughout the nation and world. Therefore. it is difficult to change the assessment of the legal community without making a significant expenditure of resources. one of the commonly cited reasons for GW Law’s inability to rise in national law school rankings is the role of assessments by lawyers and judges. GW Law students will be more likely to find jobs and GW Law will rise in the rankings. when the physical renovations to the law school are complete. The SBA should push student groups to explore events with the Alumni Office. discussed below. While this in no way is meant to suggest that alumni should be overwhelmed with invitations to student group events.

A marketing or branding expert could give us valuable advice on how exactly to brand and market GW Law without losing the qualities that make us an excellent academic institution in the first place. the Marketing Director would also oversee all marketing targeted for legal professionals. it can only benefit us more to have a dedicated individual singing our praises to the legal community. design. such as the New York Regional. we must find a way to have more firms from more parts of the country—and world—interview on campus and at regional programs. The Marketing Director should be the person to contact law firms across the country and form personal relationships with them on behalf of GW Law. we are proposing that GW Law brands itself by demonstrating and extolling its identity and focusing on the ways in which we are unique within the legal profession. GW Law has done a good job of bringing law firms and government employers from DC to campus. and conversely promoting our faculty to the media. For example. This should include directing media requests to the appropriate faculty. None of these regional programs had even a small percentage of the number of large legal employers present in the city. The Marketing Director would also oversee press releases put out by the law school in order to ensure that marketing opportunities are used to the fullest potential. GW Law has had less success outside of the DC Metropolitan area. While our outward demonstration of excellence in the practice and study of law will raise our profile nation-wide. We realize that some people will find the idea of focusing strongly on marketing disagreeable. the Marketing Director would propose and implement any marketing materials that are sent to employers. During the 2005 Fall Interview Program. particular in the beginning stages. and implementation of marketing to legal professionals. and a Marketing Director could ensure that all materials are cohesive and cogent. 22 . regional interview programs near DC. City Atlanta Chicago Dallas Los Angeles Miami New Hampshire New York Philadelphia San Francisco Number of Employers 9 6 9 15 12 17 26 13 17 If GW Law wants to be competitive among the top-tier law schools. We are not proposing that GW Law become a brand in the way that Gap is a brand. Marketing involves every way in which the law school reaches out to the legal community. However. had significantly more employers than regional programs from other large cities. Marketing to Legal Professionals In addition to being the liaison between GW Law and legal employers across the country. Personal Contact Traditionally. but in order to clarify: we are not simply discussing advertising. we also believe that it would be helpful for the Marketing Director to work in conjunction with a marketing consultant. Although we highly recommend hiring someone for the position with strong marketing experience.for the proposal.

We posit. but view them more as renovation rather than reinvention. and future renovations. the law school has benefited from the hard work of the current administration in receiving a substantial face-lift. but such things are the products of renovation. We feel the determination and communication of this purpose is vitally important. and functionality. actively involved in providing information and ideas for the administration’s renovation plan—something that we have been honored and excited to do—we have not participated in the overarching development of a fundamental statement of purpose of these renovations. reach out to alumni. we recommend that future improvements focus on library space. Our hope is that as we communicate the overarching purpose of past. In our minds. Of course. Such a purpose should and must be the creation of a whole academic and professional center. we understand that renovations improve student study space. though. and so to achieve the purpose of a complete and cohesive student experience. attract prospective students. and understanding of the past and future renovations. doors. and generally enhance the law school’s diverse community. we will enhance the sense of community among and within the law school itself. The administration’s plan has been ambitious. And so it has been that much of the classroom space and administrative and faculty offices have been completely renovated and enhanced. These changes have resulted in improved uniformity. not the underlying purpose. Such improvements have the most direct effect on the traditional student experience: academics. We recognize and appreciate this ambition. we can recruit donors. Members of the community are satisfied with them. enhance faculty offices. student lounge space. appeal to faculty.CAPITAL IMPROVEMENTS Introduction ―――――――――――― Over the past five years. investment. what is truly missing from our physical structure. current. they enhance more than walls. our community lacks a sense of ownership. that there remain a few hurdles to achieving a complete academic center for the 21st Century. and our recommendation in this section argues that we must take the capital improvements to their logical conclusion. The renovations have transformed these facilities into a cutting-edge academic force. is the feeling of purposeful completion. With a cohesive purpose laid forth. and new living options. One of the threads throughout this document has been the need for a holism in approach. This results in a communal privation of resolution. and the successes that have already resulted therefrom. But what remains is the student experience beyond the classroom. We have come this far. and windows. aesthetic. In our eyes. they enhance our entire law school community. 23 Purpose ――――――――――――――――― While many of the student leaders involved in the writing of this plan have been . and the like. and remains so with several excellent future plans including the presently begun renovations to Lisner Hall.

it is our opinion that our law school campus will have a greater sense of completion. most people in the GW Law 24 Community will agree that the current space outside of the main campus is seen as “apart” from the law school itself.A Finished Product ――― It is our opinion that the law school should work to create a campus for our law school that encompasses the entire square block of 20th Street to 21st Street between G and H Streets. Once modified. Additionally. it will provide a better look. The most important benefit of such a change will be the sense of completion of the law school campus. However. and what our campus is. for one. and other offices necessary for faculty. The move has created a tangible divide between the SBA. etc. It has always seemed anathema to aesthetic sense that the best views from Burns have never been realized. The specific use of these buildings is best left to a committee made of representatives from the law school community. we find that these programs in science and technology are some of the most likely to need new facilities given the rapid pace of change in science and the growth in reputation of GW’s science and technology programs. or otherwise reserved to a stairwell. student offices. providing a simplified understanding of how. As part of the past renovations. The courtyard. First. we should pursue the acquisition of Bell Hall and Corcoran Hall. feel and layout of the campus – giving a logical quad-based structure to the facilities. There is a certain propriety in locating a library in Corcoran as it mirrors the appearance of Stockton Hall. It is a logical step for a new building to be built for these programs while retrofitting the vacated space for future law school plans. We would recommend that first and foremost. and the student population. and discussed more fully below. The addition of these facilities will likely necessitate the creation of new facilities for several of GW’s science programs. The major skills boards and the SBA would be prime . While it may be possible to acquire space in other locations in Foggy Bottom. Corcoran Hall is an excellent location for a new library. although we offer the following rudimentary suggestions. while still remaining open space. the space would be an excellent location for student offices. Indeed. research facilities. and subsequent renovations. several of the student organizations have been relegated to aging buildings on G Street. adjunct professors. Stockton Hall is. With those additions. to a certain extent. still suffers from a lower ‘square foot per student’ ratio than other similarly situated institutions. Structuring the school in such a way as to have the two poles of law student life face one another has a certain pedagogical appeal. As such. It has been documented that our law school. it is just that fact that we find most compelling: it will produce a law school campus. the rear wall of Burns (that facing the quad) should be modified to include windows. The law library is traditionally the counterpart to the law class. a library. The space vacated by a migrated law library would leave much of Burns Hall empty. will become a more ‘law school’ specific space. We contend that a plan to complete a law school quadrangle would add additional space for our clinical programs. even with the recent additions of space. the heart of the academic wing of the law school. where.

In an effort to reconnect with our past and bind ourselves to our future. but more importantly would foster pride and duty among current students faced with such historical promise. we recommend the addition of historical exhibitions in any renovated space. we remain committed to the importance of a top level library facility in our law school complex. and in so doing create greater social cohesiveness. While we have outstanding facilities in other areas. it is vital to provide a signature space: facilities that can be a cover shot on our brochures. our student tour guides are told to “avoid tours of the library for prospective students. Having all been prospective law students at one point in the recent past. We need this space to serve as the culmination of our institution and a space that highlights all that makes our law school unique. this does not affect the importance of the library as a research institution and as the visible manifestation of the law. This serves the 25 . Displays of such works would be fruitful for GW’s reputation. the authors of this document can attest to the fact that. one of the major points of attraction is the law library. As such. One of the centerpieces of most law schools with impressive facilities is the law library. we see that students still see a lack of storage space and smaller group study space. we are aware that the law school possesses many of the original writings of George Washington. small seminar classrooms. or an expansive reading room with views of prominent legal landmarks or pastoral scenes. whether or not any student actually finds that to be their primary behavior once matriculated. While we may have seen less emphasis on books and non-electronic media for research. hidden in the bowels of Burns and without independent form or impressive entry-ways is just one more way in which we sit in the shadow of Georgetown with its view of the Capitol. A Student Focus ――――――― The law school has been fortunate to see significant increases in the student usage of the law school and its study space. We advocate for the contemplation of additional storage spaces for students—more lockers and more organizational storage facilities including offices. There is something that seems inherently legal about studying in a large gothic hall filled with books. Finally. A library not only serves as the theoretical centerpiece of a law school dedicated to the practice of research and education. A Signature Space ――――― While the proliferation of online academic and research resources has resulted in a diminished emphasis on the legal library. it is important to connect the law school both physically. Specifically. and space for the clinics.candidates for residency in a renovated Burns Hall. A new library and learning center should continue to be one of the most pressing priorities for development in our law school. when visiting various schools under consideration. Because we are a research and learning institution. but also provides the physical centerpiece as a signature space for all visitors to the law school. and temporally. and a meeting point for all members of the law school community. Our facility. a highlight point on tours. Such a plan would leave Bell Hall for more student lounge space.” This message in itself is reason for a priority to be given to a new facility.

M. international L. and others coming to the campus for a limited time period. though.L. it is one that should not be forgotten. Providing law students with a uniquely lawschool eating establishment will allow for more casual interaction among students and between students and faculty. We contend. such space will reduce the strain on the overcrowded lounges. To be sure. A Self-Sufficient Community ――――――――――――― Two major developments are required to make the law school facilities self-sufficient and identifiable from the larger university mass: the addition of a law school eating facility and the construction of a law school dorm. we argue for the development of additional. Moreover. We caution that any facility should be designed with the close cooperation of students as some of these facilities at other law schools have received some sentiment that it enhances rather than reduces stress on students. candidates. that given the size of our law school and the large number of visitors. 26 . It is our understanding that an eating facility may be added to the renovated Lerner Hall and we applaud this development. interviews. a dorm would be a logical addition. While this is certainly a long term goal.dual purposes of encouraging students to use the facilities and thereby enhancing the sense of community and cohesion at the law school. there is some debate over the logic of building a law school dorm. and group meetings. Likewise. small breakout rooms for studying.

Implement a mandatory advising program for all students. perceived or true. e. it will establish a single point person with an individualized focus for every student to contact regarding law school issues. extracurricular. especially as they pertain to the Career Development Office. This title better captures the functions of a combined department. programs. c. distastes. 27 . and goals. we provide individualized attention to each student. Moreover. Such a program should also incorporate an incentive program that ties student job satisfaction back to the counselors. Create a Professional Development Center a. Individualized Student Development ―――――――――――――――――――――――― 1. Name the department the Professional Development Center. Academic advising and career counseling should not occur independently of one another. Certainly some goals are long-term. students do not receive integrated advice. Develop a database for career and academic tracking. a student’s course work and career aspirations should work in tandem. skills competitions. We realize that we have set forth a plan of expansive and drastic recommendations. Similar systems are used at a number of law schools and nearly all MBA programs. Any changes should be publicized to alumni. Such data will also become helpful in more effectively tracking alumni. This provides a valuable tool for targeted emails. and employment opportunities available to them. resulting in a more fulfilling and tailored experience. but we stress that issues of individualized student development should be addressed first and foremost. grades. By not tracking students’ progress. Merge academic and career advising in a new department. and courses that fit their career plans and more closely match their long-term interests. feel that the current CDO is unresponsive to their needs. Institute an interest survey for all first-year students. Currently. especially with career help. Such a survey should serve as the starting point for any counseling efforts. Moreover. the extensive resources and tools provided by the law school do not reach all students. Many students begin law school without a full conception of scholastic. we cannot effectively help those who need it the most. This is most troubling when the students who need help the most. and counseling. We recommend that the school provide counselors with the resources to advise students with respect to academic curriculum and career choices. b. Law school is a professional school and as such. Counselors cannot effectively guide a student’s individualized professional development without a clear picture of a student’s interests. we ensure that all resources are available to all students.SUMMARY OF RECOMMENDATIONS The following is a summary of the recommendations discussed throughout the document. a new name overcomes the entrenched animosity among both alumni and current students toward the inefficacy. especially during the job search. In our balkanized system. interests. of the CDO. Effective advising cannot occur without a database that contains information on student’s courses. d. This will encourage students to participate in clinics. By implementing a mandatory advising program. Additionally. We should be aware at all times where a student is in the job search. and job outlook.

8. For example. 6. Establish a PDC oversight committee. We have outstanding faculty in key niche areas that should be tapped to lead the development of new written products. Develop alternative skills competitions. it is important to identify areas where our law school excels and provide a coordinate writing product. international law documents. but rather recognizing current and notable successes in a more highprofile manner. 3. The Writing Center should work with students to actively market external writing competitions. including internal competitions. We do not suggest making up awards for their own sake. Such courses serve to provide students with greater exposure to skill sets and ultimately will result in students better trained in the practical legal arts. 2. We currently do not offer any non-credit training programs.f. however. and greater participation in external competitions. In recent years. New competitions should focus on areas of expertise for GW Law including arbitration. criminal procedure. an associate or assistant dean should be charged with overseeing the functioning of the new office. and we believe that this has contributed to its inefficacy. Moreover. These include legislative drafting. and environmental documents or legislation. 4. faculty members should advise such teams. The law school should encourage the traditional skills boards to increase the number of internal competitions. Rather. the law school should host internal competitions to encourage scholarly writing. and represented us well at external competitions including the recent Space Law Moot Court competition and the Hispanic Law Student Association Moot Court competition. nonskills board members have represented GW. An oversight committee should be established. and this program should not diminish from that. 5. 7. instances where skills board members are not interested or able to participate in external competitions. Given the importance of journals in the job market and the overall prestige of the school. health law. more targeted writing courses. Our law school has fewer journals and lower journal participation rates than most schools in the top 30. Allow non-skills board members to participate in external competitions. Cumulative GPA recognition is very important for students related to career prospects. we recommend the creation of a semester GPA recognition program. Currently there is little faculty or student oversight to the CDO. Moreover. and alumni. To ensure that the students’ efforts are of a caliber appropriate for GW. composed of faculty. Increase the number of traditional skills competitions. such a program would 28 . We recommend adding non-credit skills training courses in compressed formats. the school should allow and encourage motivated and interested non-board members to participate. student interest level outpaces opportunity. intellectual property documents or transactions. to both advise the CDO on programming. Find alternative methods to increase scholarly writing. Moreover. students. Increase the number of awards and recognition available. Develop new journals or other faculty-supervised writing for students. etc. Develop non-credit skills training programs. The authors recognize the need for quality control in terms of the students who represent the law school externally. There are a number of options for new alternative skills competitions that will give students a greater chance to both gain experience and demonstrate excellence.

We recommend that an internal group of constituents. Cornell and Emory. The vision. accepted students. perhaps led by an external marketing firm. especially employers. While we continue to attract top students. 6. In order to ensure that the message is consistently conveyed both within and without. The development of vision and marketing strategy will only be successful if it adopted and embraced by the larger GW Law community. fundraising. They should moreover provide a report laying forth a strategy for marketing that identity. Create a Director of Law Student Recruitment. 4. Hire a Director of Marketing. and identity of the GW Law School are the foundation for our success. and the CDO. Develop a report that identifies and describes the GW identity and a plan for marketing that identity. Alumni may hear from Alumni Relations. and the media. but they have not received sufficient explication. alumni. consider and document the mission and character of GW Law. Additional recognition should be explored in areas ranging of success from student organizations to pro bono efforts and clinical work. This requires a consistent message and personalized interaction. Connect students to alumni and alumni to alumni. a central figure for marketing would be greatly beneficial to the whole of the law school. Rather. Northwestern Law School spent considerable time and energy developing a plan that lays forth the values and identity of the school. 2. It is important to coordinate the post-acceptance recruitment efforts through a single office charged with keeping those top students here at GW. employers. all communicating different messages. 5. Moreover. Our vision and strategy should be central to the future of the law school. Their report should be used to frame all communications from and plans of the law school. We should make a concerted effort to develop a stronger 29 . It is important that once a vision and strategy has been adopted. given the caliber of our faculty and their consistent appearance in the media. Marketing ――――――――――――――――――――――――――――――――――――――――――――――――――― 1. and we recommend hiring a marketing expert to a lead such a team. students are prevented from communicating with alumni. Refocus efforts to reach out to alumni. The marketing team should be responsible for marketing to potential students. we recommend creating a “one-stop shop” for alumni to communicate with the larger GW Law community. The effectuation of that strategy will require a dedicated staff for that purpose. our network is not as strong as peer institutions such as USC. Indeed. The Director of Marketing should individually be responsible for marketing the school and its students to legal professionals. Development.highlight students who perform with excellence in an individual semester. we publicize it to the GW Law community. Despite the sheer number of GW Law alumni. especially alumni. It is important not to separate social. Promote this identity to all parties in the community. an approach that is both paternalistic and counter-productive. which was credited by some as contributing to Northwestern’s rise in the rankings. Duke. values. we often lose many of them to schools at similar rankings. 3. any marketing department must have oversight of communications. Current communication to alumni is disjointed due to the balkanized nature of the law school infrastructure. and networking opportunities for alumni by office.

This will provide perspective to administrators. 5. they are isolated from the law school. the law school will thus encircle University Yard. tours. Coordinate efforts at personalized alumni outreach. Create alumni chapters. We need to coordinate efforts to create GW Law alumni chapters in geographical regions and at certain organizations where there exist significant numbers of GW Law alumni. By acquiring Corcoran Hall and converting it to a new library. Fundraising efforts are must successful when alumni can see the larger picture and the ultimate goal. the first floor lounge space is taxed beyond its capacity. Regional chapters should be headed by volunteer alumni who are responsible for coordinating fundraising and programming for their chapter. in law firms. journals. along with the purpose statement. and most often and appropriately. Develop a capital improvement purpose statement to guide future improvements. Build a new library with a signature space. 3.alumni community by creating an online spot for alumni interaction. Capital Improvements ――――――――――――――――――――――――――――――――――――――― 1. 2. we must communicate individually with our alumni. Law schools are oftentimes identified in brochures. Add more lounge space for students. should coordinate luncheons. 8. and alumni and thus a broader appreciation for capital development. 9. Finally. faculty. students. one that engenders loyalty and commitment to its mission. A new library should be housed in Corcoran Hall. These officers would also be responsible for organizing class reunions. The law school should expand space for 30 . recruiting efforts. Duke. and Cornell. 7. Establish a “Class of XXXX Fund” for each graduating class in conjunction with a class gift program. and the like. Burns Law Library is mundane as compared with the facilities at similarly ranked schools such as Georgetown. media reports. Moreover. and by lowering the barriers that prevent current students from contacting former students. Our efforts must be personalized and create a unique view of the school. Developing a signature space will result in more and better students entering the law school and provide research facilities appropriate for an educational institution of our standing. Institutional chapters. Thus. Currently. when new projects are conceived and begun. by a signature space. and most importantly storage space. 4. Add more student office space. that space is the law library. office space. etc. The office occupied by the skills boards. they should be published. and the SBA are not correlative with the energy and time dedicated to such pursuits. It is no longer enough to send mass emails. and thus a greater sense of connection and ownership between students and the facilities. and develop a bond among the members. Each class would be expected to elect class officers to oversee the donation to and disbursement from the fund. to the community as demonstrative of the realization of that purpose. many student organizations are left without meeting space. The imminent renovation of Lisner Hall is a major step on this road. government agencies. resulting in a distinct law school campus.

11. and the like will provide a reason for alumni to return to the campus. Construct a law school dorm and related facilities. 7. the fact that the University possess various texts of George Washington should be leveraged to market the law school as a center for historical legal study. roughly 40% are shared between two students. This year. CLE training. Such a space would provide a venue for students to interact and thus ease the strain on the lounge facilities. 31 . Conferences. In order for GW to achieve a higher place in legal scholarship. Develop a legal resource for scholars. Such rooms are currently in very high demand and virtually always occupied. Add more student locker space. especially storage solutions for organizations without offices. It would also contribute to the effort to create a self-sufficient law school campus. incidentally with the student body. Such crowding also means that student organizations cannot rent lockers. speakers. Add an eating establishment to the law school facilities. 9. students must transport an even greater amount of material to and from school due to space constraints in lockers. it is a wise investment to provide uniquely law school housing. and a greater likelihood of donation from alumni. 6. 10. its research facilities must not only cater to internal needs. Such space is used heavily at exam time for study-groups. resulting in increased demand to attend. and passing materials from one executive board to the next becomes very difficult as a result. 8. Such a space will allow us to tap our significant alumni base in the city. We recommend the conversion of a vacated Burns Hall for student organization office and storage space. This would represent the final step to the creation of a self-sufficient law school campus. Similarly ranked schools offer such services. and reconnect with the school. all of the 1000 current lockers are occupied. With the large number of visiting students and internal LLMs. This necessarily will raise the school’s profile. Develop space for alumni events and interaction. thus reconnecting such groups with the law school itself and. but is also important throughout the year for student group boards to meet. Given that all students are required to have laptops. Increase the amount of small group study space.student organizations. Rather.

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