Abstract
Commitment to experiential learning begins with the dean, yet this has not been the typical questioning in candidate interview processes. Important are indicators of past performance, examples of interpersonal skills, creativity, and knowledge of current challenges facing the profession, legal education and the individual school. Often over-looked, however, is what else the candidate brings to the table in terms of their approach to legal pedagogy, past experiences that may provide other important insights into what may subconsciously influence the candidate’s particular approach to one or more issues. It can be difficult to glean this from the typical thirty to forty-five minute presentation to the faculty as a whole, and of course in small group conversations each constituent group is seeking to learn what they can in their own interest area. Up until recently, who was the constituency for experiential learning? It was not part of the typical conversation dean search committees and faculties were having with candidates. Thankfully, that has changed. The introduction to the inaugural issue of the Journal of Experiential Learning shares one dean’s journey and offers a quick introduction to the articles contained in the volume.
Recommended Citation
Salkin, Patricia E.
(2015)
"Learning from Experience: An Introduction to the Journal of Experiential Learning,"
Journal of Experiential Learning: Vol. 1:
Iss.
1, Article 2.
Available at:
https://digitalcommons.tourolaw.edu/jel/vol1/iss1/2