The following compilations of Web links and information are designed to help you better make use of your time on the Law School Advising Web site. We hope you find these resources useful as you navigate your way through the Web site. Thank you for visiting.
Internet legal research guide with the full text of U.S. Supreme Court cases and the last five years of federal and state appellate court cases.
The Association for Legal Career Profession’s website containing information for job seekers and information about public service initiatives and fellowships.
Legal Information Institute’s website with links to legal subjects.
Guide for law and the legal profession.
Law school website with law-related information.
Comprehensive legal research guide.
Home to American Law Sources On-line (ALSO!) providing links to search for laws of the United States, Canada, and Mexico.
Government site with U.S. federal and state law resources.
Refer to each law school in which your are interested for their distinct financial aid policy.
American Bar Association, Preparation for Legal Education, at http://www.abanet.org/legaled/prelaw/prep.html
Sharf, Richard S.., APPLYING CAREER DEVELOPMENT THEORY TO COUNSELING 25-26 (2002). The Trait and Factor Theory of career development created by Frank Parson proposes that an individual should possess the following knowledge before selecting an occupation: “1. A clear understanding of yourself, your attitudes, abilities, interests, ambitions, resource limitations, and their causes; 2. A knowledge of the requirements and conditions of success, advantages and disadvantages, compensation, opportunities, and prospects in different lines of work; and 3. True reasoning on the relations of these two groups of facts.”
Lore, Nicholas, THE PATHFINDER: HOW TO CHOOSE OR CHANGE YOUR CAREER FOR A LIFETIME OF SATISFACTION AND SUCCESS 11-14 (1998). The Rockport Institute surveyed 1,500 individuals about their career satisfaction. Nicholas Lore founded The Rockport Institute in 1980 to support his mission: “developing more effective ways to help people make career and education choices.”
Seligman, Martin E.P., Paul R. Verkuil & Terry H. Kang, WHY LAWYERS ARE UNHAPPY, 23 CARDOZO L. REV. 33, (2001) [hereinafter Unhappy Lawyers] at 33-36. For examples of statistics, reports, and stories, see the following notes in Unhappy Lawyers: Report of the Task Force on Lawyers’ Quality of Life, 55, Rec. Ass’n. B. N.Y. 755, 756 (2000), id. at n.3; John P. Heinz, Kathleen E. Hull & Ava A. Harter, Lawyers and Their Discontents: Findings from a Survey of the Chicago Bar, 74 IND. L.J. 735, id. at n.4 [hereinafter Lawyers’ Discontents]; Patrick J. Schlitz, On Being a Happy, Health and Ethical Member of an Unhappy, Unhealthy and Unethical Profession, 52 VAND. L. REV. 891 (1999), id. at n.4; Michael D. Goldhaber, Is the Promised Land Heaven or Hell?, NAT’L L.J., July 5, 1999, at A17, id. at n.4; Anthony T. Kronman, THE LOST LAWYER: FAILING IDEALS OF THE LEGAL PROFESSION 13 (1993), id. at n.4; Mary Ann Glendon, A NATION UNDER LAWYERS: HOW THE CRISIS IN THE LEGAL PROFESSION IS TRANSFORMING AMERICAN SOCIETY (1994), id. at n.4; Carl Horn, Twelve Steps Toward Personal Fulfillment in Law Practice, 25 A.B.A. L. PRAC. MGMT. 36 (Oct. 1999), id. at n.13; Robert Kurson, Who’s Killing the Great Lawyers of Harvard? ESQUIRE, Aug. 2000, at 82, id at n.14; Michael J. Hall, Fax Poll Finds Attorneys Aren’t Happy with Work, L.A. DAILY J., March 4, 1992, at 3, id. at n.15).
Melendez, Bryan, ABA Young Lawyers Division Survey: Career Satisfaction (1995) [hereinafter ABA Young Lawyers]. This report is based on results from a random survey conducted by the American Bar Foundation in 2000 of more than 2000 members of the American Bar Association Young Lawyers Division (ABAYLD). A written questionnaire was mailed to a random sample of 2136 members with a total response of 842 useable questionnaires, an overall rate of response of 40.9%. Id. at 2. According to the ABAYLD, “The survey’s primary goal is to help the Association and the Division better understand the needs and concerns of young lawyers in America, and thereby deliver programs and services that meet those needs and concerns.” Id. at 1. Employment duration of the lawyers surveyed ranged between new hires and five or more years of experience. Id. at 5. According to the survey, “…[T]he majority of the respondents are at least somewhat satisfied with both their current position and the practice of law generally.” Id. at 18, Table 14. However, “in the face of what appears to be a high level of general satisfaction among the young lawyers generally regarding their current position and the practice of law, it is interesting to note that 30.1% of those who responded to a question about the likelihood of their leaving the firm or organization where they are currently employed in the next years said that they would strongly consider doing so. Another 37.2% reported that they might consider doing so.”
The Myers & Briggs Foundation, MBTI Basics, (last visited Jan. 12, 2006) at http://www.myersbriggs.org. The theory is based on the following belief: “If people differ systematically in what they perceive and in how they reach conclusions, then it is only reasonable for them to differ correspondingly in their interests, reactions, values, motivations, and skills.”
Turow, Scott, ONE L: THE TURBULENT TRUE STORY OF A FIRST YEAR AT HARVARD LAW SCHOOL (1975). See THE TASK FORCE ON LAW SCHOOLS AND THE PROFESSION: NARROWING THE GAP, LEGAL EDUCATION AND PROFESSIONAL DEVELOPMENT—AN EDUCATIONAL CONTINUUM V (1992) [hereinafter LEGAL EDUCATION]. “The Task Force on Law Schools and the Profession: Narrowing the Gap was formed in 1989 for the purpose of studying and improving the processes by which new members of the profession are prepared for the practice of law.” Id. at v. “The Task Force concluded that the skills and values of a competent and responsible lawyer are developed along a continuum that starts before law school, reaches its most formative and intensive stage during the law school experience, and continues throughout a lawyer’s professional career.”
Arron, Deborah, WHAT CAN YOU DO WITH A LAW DEGREE? 30 (2d ed. 1994). Although this book is intended as a guide for lawyers suffering from professional burnout, it is a valuable resource for students considering the legal profession. It highlights problems and mistakes that unsatisfied lawyers made when they decided to enter the legal profession.
The Task Force on Law Schools and the Profession: Narrowing the GAP, Legal Education and Professional Development—An Educational Continuum v (1992). “The Task Force on Law Schools and the Profession: Narrowing the Gap was formed in 1989 for the purpose of studying and improving the processes by which new members of the profession are prepared for the practice of law.”
Law School Admission Council, LSAT & LSDAS Information Book 2005-2006 Ed., at 1.
Montauk, Richard, HOW TO GET INTO THE TOP LAW SCHOOLS 420 (2004).
Lammert-Reeves, Ruth, GET INTO LAW SCHOOL: A STRATEGIC APPROACH 125 (2004).
Easton, Stephen D., My Last Lecture: Unsolicited Advice for Future and Current Lawyers, 56 S.C.L. REV. 229, at 265, n. 111 (2004) [hereinafter Unsolicited Advice] citing Peter Mehlman, Seinfeld: The Visa (NBC television broadcast, Jan. 27, 1993).
Law School Admission Council’s website including information about the LSAT and the Law School Data Assembly Service (LSDAS) as well as links to law schools, LSAT preparation publications, financial aid information, and law school rankings and resources.
American Bar Association’s website providing career information for students and lawyers.