1 The Bologna Declaration of 19 June 1999, http://www.bologna-bergen2005.no/Docs/00-Main_doc/990719BOLOGNA_DECLARATION.PDF (last accessed March 8, 2008). The Bologna Process involves far more than just the two-cycle education system. The purpose of the Bologna Process is to create the European higher education area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe. The Bologna Declaration encourages, among other things, the European co-operation in quality assurance of higher education with a view to developing comparable criteria and methodologies. Other important goals agreed in Bologna are easily comparable degrees, a system based on two main degree cycles (subsequently a third cycle has been included), a common European system of credits and mobility of students and teachers. See generally The Bologna Process at http://www.bologna-bergen2005.no (last accessed March 6, 2008).Google Scholar

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18 While Story and Langdell are credited with the development of the professional model of legal education based upon the case method some have suggested that much of the real credit goes to those who actually implemented and refined their ideas. Id., 631–637.Google Scholar

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48 American Bar Association Standards for approval of Law Schools Standard 301 (Aug. 1993).Google Scholar

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50 Id. at Standard 405(c) (Aug. 1996).Google Scholar

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53 “(a) A law school shall require that each student receive substantial instruction in; (1) the substantive law generally regarded as necessary to effectively and responsibly participate in the legal profession; (2) legal analysis and reasoning, legal research, problem solving, and oral communication; (3) writing in a legal context, including at least one rigorous writing experience in the first year and at least one additional rigorous writing experience after the first year; (4) other professional skills generally regarded as necessary for effective and responsible participation in the legal profession; and (5) the history, goals, structures, values, rules, and responsibilities of the legal profession and its members. (b) A law school shall offer substantial opportunities for: (1) live-client or other real-life practice experiences, appropriately supervised and designed to encourage reflection by students on their experiences and on the values and responsibilities of the legal profession, and the development of one's ability to assess his or her performance and level of competence; (2) student participation in pro bono activities; and (3) small group work through seminars, directed research, small classes, or collaborative work. Standard 302, Curriculum, Standards for Approval of Law Schools 2006–2007, American Bar Association.Google Scholar

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73 Clinical programs can also be categorized by the area of law in which they operate, by whether their goal is to work toward law reform in a given area, or whether they seek to further a particular social justice mission. Addressing these salutary aspects of clinical legal education is beyond the scope of this article.Google Scholar

74 As early as 1779, George Wythe of the College of William and Mary used Moot Court exercises and Mock legislative sessions to supplement his classroom lectures. McManis, supra note 7, at 601–602.Google Scholar

75 Campbell University School of Law, where one of the authors teaches, requires all students to participate in both a moot court experience and trial advocacy as part of the required JD curriculum.Google Scholar

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91 For a discussion of the ethical and legal competency issues that arise in the live client clinical setting, see Peter A. Joy and Robert R. Kuehn, Conflict of Interest and Competency Issues in Law Clinic Practice, 9 Clinical L. Rev. 493 (2002).Google Scholar

92 See, e.g., N.C. Gen. Stat. § 84–24 (2005); Rules Governing Admission to the Practice of Law in the State of North Carolina .0500 (2006).Google Scholar

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98 Professors Peter Joy and Robert Kuehn report that professional liability carriers do not generally segregate claims data in such a way to isolate claims against clinical programs or participants. Furthermore, their contact with representatives of the professional liability insurance industry revealed that the potential for malpractice claims against clinics are very low due to the nature of the cases undertaken by the clinics. Peter A. Joy and Robert R. Kuehn, Conflict of Interest and Competency Issues in Law Clinic Practice, 9 Clinical L. Rev. 493, n. 45 (2002).Google Scholar

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