Leading the Globalization of Law School Curriculum
At the core of Pacific McGeorge's philosophy is the view that, in an era of increasing globalization, all law students need exposure to international, transnational and comparative law. We have implemented this philosophy at Pacific McGeorge through the pervasive introduction of these topics throughout our courses, including in our highly regarded Global Lawyering Skills ("GLS") program for all students.
GLS integrates international and comparative law into a comprehensive research and writing program, requiring students to use international as well as domestic sources to solve client problems. This approach led to a recent article in the Journal of the Legal Writing Institute citing GLS as the most significant integration of international and comparative law in a legal writing program to date, and we believe is among the reasons that Pacific McGeorge's research and writing program was recently ranked among the top programs in the United States.
In addition, we have sought to facilitate efforts by other law schools in the United States to globalize their curricula through the pioneering "Global Issues" casebook series. This series, conceived of by Center Director Franklin Gevurtz (who serves as series editor) and published by West, contains materials allowing professors to introduce international, transnational and comparative law into traditionally domestic law school courses. With the publication of GLOBAL ISSUES IN CRIMINAL PROCEDURE, Linda Carter, Christopher Blakesley, and Peter Henning, (Thomson/West 2011), the series has now reached 23 volumes, and has been used in more than 50 law schools nationwide. Among the recognized scholars from law schools around the country who have authored these books are 16 members of the Pacific McGeorge faculty.
Given our view of the importance of exposing students to comparative, as well as international, law, we felt it vital to consider the role of comparative law in the law school curriculum. Toward this end, we took advantage of our opportunity as host of the annual meeting of the American Society of Comparative Law last October to conduct a conference on identifying and achieving the objectives of the comparative law curriculum. This conference created a unique opportunity for professors who teach comparative law to engage in a facilitated discussion probing the place of comparative law through sessions exploring the core comparative law course today, comparative law in subject and nation-specific contexts, and comparative law in cultural and interdisciplinary context. Panels dealing with hot topics in comparative law and presenting works-in-progress from young comparative law scholars rounded out the event. Over 50 professors participated in this event, which Oxford University Press co-sponsored.