Jay Conison

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In the fall of 2002, several organizations in the fields of law and legal education jointly sponsored the Second Indiana Conclave on Legal Education.1 The purpose of the meeting was to assess the status of legal education in the State of Indiana, both in law school and beyond; identify goals that could guide the improvement of legal education; and map out means to achieve those goals. Within this general framework, the Conclave emphasized issues relating to core values of the profession; more particularly, instilling and supporting them in the face of great changes in the profession and society. The Conclave sought to promote not just discussion but action, and it was organized to generate concrete proposals. One set of priority recommendations, of course, focused on ways to instill professional values in law students and new lawyers. Several other recommendations—not priorities, but important nonetheless—dealt with education after law school, including programs of continuing legal education. One of these recommendations urged a broadening of “what qualifies for continuing legal education credit to include enrichment activities, personal development courses, and public interest topics.”

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