Skip to main content

Six Reasons Why Individual Research Conferences Are A Good Idea

I hear from a number of my fellow law librarians that they don't like doing research conferences with their students. The number one reason I hear for why is that they take up a tremendous amount of time--which is completely fair, given time is a commodity most law librarians are short on.

For me, the benefits of research conferences far outweigh the time needed to perform them. Here are just a few reasons why I include them in my research courses:

1.  As I've already noted elsewhere, they are a great way for instructors to model for their students how to collaborate and communicate in a way similar to what they'll do in practice. Conferencing is a lawyering skill that students need to practice during their legal education.

2.  Individualized feedback is critical to student learning (and it's required under the ABA Standards for experiential simulation courses).  Research conferences allow us to provide feedback in an atmosphere that all but guarantees that our students will hear the feedback instructors are giving. While written feedback can be helpful, we have no way of knowing that our students are actually carefully reading the constructive criticism we are giving them. Even if they are carefully dissecting our comments, feedback is more valuable when students can follow up with questions about professors' commentary. While some students feel comfortable enough to come to office hours and ask questions about our comments, others are unlikely to do so. In an in-person meeting, students hear and have time to reflect on the feedback, and then are able to move forward in the learning process as partners with the instructor.

3. Research conferences allow us to meet each student where they are in the learning process. In the classroom, instructors are forced to teach to the median to move class forward. But, there is no "one right way" to research and analyze legal issues, particularly given the variety of platforms and search strategies at researchers' disposal.  Teaching to the median results in both losing students who have moved beyond the average skill level and leaving those students behind who are struggling the most and need instruction to their current abilities. As such, conferences can become one of the most meaningful learning opportunity for the vast majority of our students, as we can cater instruction to exactly where each student is in their abilities.

4.  Conferences provide excellent feedback for the instructor about how well their students are learning.  Conferences give us an opportunity to learn more about what is and is not working well for our students individually and collectively.  This reflection allows us to make adjustments in our teaching methodology as the course proceeds.  Having met with all of his or her students, the instructor is able to identify global issues with with the class is struggling. The instructor can then revisit those issues, which may be a benefit to those students who had greater issues in other areas and didn't have a chance to discuss the global issues in their conferences.

5.  One-on-one conferences allow us to build relationships with our students that result in their being more engaged inside and outside of the classroom.  Conferences helps teachers and students to build mutual respect.  Conferences, when structured to meet students' individual concerns about their efforts, make students feel heard and valued. This, in turn, results in them staying more engaged as active partners in their own learning.

6.  Research conferences are a better pedagogical tool than waiting to meet until students have started writing, because it allows us to work with our students when they are engaged most deeply in legal analysis and when they are not distracted by trying to communicate that analysis in writing. Research conferences allow students to work out their analysis prior to putting pen to paper, likely resulting in better written and analyzed first drafts of their papers.

Popular posts from this blog

Letter to A First-Time (Legal Research) Instructor

Dear Friend,

Seven years ago this week, I was prepping madly to teach my first legal research class.  Three months earlier, I'd been a law student myself.  To say that I was nervous is an understatement; mildly terrified was probably a more apt description.  The truth is I didn't really know what I was getting myself into, but I knew that I wanted to teach legal research differently than I had been taught legal research, where at best it was viewed as a skill less important than everything else being taught at law school and at worst an afterthought, a skill that students should be able to do with very little training. 

There are many points I wish I knew then that I know now and that's what I want to share with you today. 


First and foremost, students will forgive many imperfections in the classroom if they know you care about their learning.  At the start of every semester, I re-read Kent Syverud's "Taking Students Seriously: A Guide for New Law Teachers,"…

16x16 Challenge, or How A Tweet Resulted in Building a Community of Law Librarians Thinking & Writing About Teaching

Twitter is a space in which I've made connections with so many Law Librarians and many others within legal academia--and strengthened connections with others--and learned so much from and been inspired by colleagues across the country.

This past weekend, Emily Barney, Technology Training & Marketing Librarian at Chicago-Kent College of Law, was live-tweeting a panel from the WP Campus (Where WordPress Meets Higher Education) Conference called "The Infamous 9x9x25 Challenge," by Todd Conaway, from the University of Washington--Bothell. Started in 2013 at a community college in Arizona, faculty members were challenged to write 25 sentences a week for 9 weeks about teaching and learning. It gave faculty members the chance to reflect on what they do, share experiences and ideas, and see what their colleagues are up to over the course of the semester. And the challenge has spread in various iterations to college campuses across the United States.

This seemed like a wonder…

Gratitude in Teaching

My favorite poet is Mary Oliver and what I love most about her work is the awe and gratefulness she exudes in merely observing the world.

She writes,
Instructions for living a life:
Pay attention.
Be astonished.
Tell about it.
This is, I think, good advice for teachers.  As teachers, we tend to focus in, with laser-like precision, on anything that goes wrong in our classrooms. This is important--we must reflect on what doesn't work in our classrooms to improve as instructors. But, what we too often fail to do is take note of our successes.

In Chapter 3 of her new book, Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers, Professor Jessamyn Neuhaus has a wonderful section on the importance of gratitude in teaching. She describes gratitude as "an inner attitude [that] leads to an expression of thanks--taking an action--toward someone or something. It means recognizing what you received from another person or from the circumstances in w…

Elaborative Interrogation in the Legal Research Classroom

One type of activity legal skills professors can incorporate into their classrooms is elaboration. As described by Yana Weinstein and Megan Sumeracki in Understanding How We Learn: A Visual Guide, "[e]laboration describes the process of adding features to one's memories."[1]  It helps with organization of information within the knowledge structures in one's minds, making it easier to retrieve this information later. But what activities will help students to add features to their memories?

Weinstein and Sumeracki recommend three elaboration techniques that can all be applied to the legal research classroom: elaborative interrogation, concrete examples, and dual coding.[2] Studies of each has shown improvement in student learning and long-term retention. Today, we're going to look specifically elaborative interrogation.

With elaborative interrogation, students ask themselves questions about the reason and way things work.[3]  While it's easy to presume law stud…

Cold-Calling in the Law Classroom

In the years I've spent in legal academia, both as a student and a teacher, there's never been a great deal of discussion about the efficacy of cold-calling students. In the past year, however, I've heard arguments by faculty members that cold-calling works as a form of formative assessment for class, despite the fact that only one student is answering a given question. Recently, however, as I've been exploring brain science, I've been wondering about how much learning actually takes place inside classrooms where cold-calling is the primary method of instruction. Are we making learning more difficult than it needs to be?

I've written briefly before about the effectsof retrieval. Retrieval is the stage of the learning process in which students access information from their long-term memories.[1] Regular practice retrieving information leads to both long-term retention of information (basically, because we have had practice finding information in the knowledge st…