Minnesota Law Review
These are the alleged decline in live-client clinical education, the educational objectives of clinical education, the financing of clinics, the appropriate status for clinical faculty, and the relationships between clinical and nonclinical faculty. The report revealed that student demand for clinical instruction has not declined. It also identified eight pedagogical goals and a public-service goal for live-client clinical education. In addition, it recommended a strong effort to obtain increased financial support through Federal grants. Furthermore, it noted that the status of clinical faculty has improved considerably at many law schools, but the issue of faculty status will continue to be a major one. Finally, it emphasized that clinical and nonclinical faculties must exchange information and ideas if clinical faculty are to be integrated into the rest of the law school faculty.
Stephen F. Befort, Musings on a Clinic Report: A Selective Agenda for Clinical Legal Education in the 1990's, 75 Minn. L. Rev. 619 (1991), available at http://scholarship.law.umn.edu/faculty_articles/30.