Education

4 Things I Learned Reading My Law School Admission Essay

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Before I graduated law school, I asked the admissions coordinator for a copy of my law school admission essay. My request came as a surprise.

“Not many people ask to see those,” she said. “Are you okay?”

I told her not to worry. I was just wondering why I originally applied to law school. The thought came to me after reading an article that compared University of Toronto law school admission essays to what those eventual lawyers really did. The article contrasts high ideals with “the reality” in large corporate law firms.

“Did my motivations change?” I wondered.

When I looked through the cloud for my old application essay, I couldn’t find it. Somewhere in the five years, two laptops, and multiple cloud services I used since applying it had gotten lost. Our administrator was kind enough to give me a copy. Reading my law school application essay was one of the most important things I did before graduating.

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For anyone unfamiliar with law school, the admissions essay or “personal statement” is every applicant’s one chance to tell their story. It’s completely unstructured, often with no page limits or guidelines. The blank page stares back and says, “Tell me about yourself. Why do you want to go to law school?”

After half a decade, I didn’t expect my application essay to still ring true. A lot happened in the five years since I had applied. Wikileaks was just unfolding. Snowden. The Boston bombings. China also surpassed Japan as the world’s second-largest economy. It’s hard to say how much those events influenced me. In that time I had also completed two graduate-level degrees, made mistakes, and learned a lot about myself.

When I read my law school application essay I learned four things:

  1. Passion is about action. When I wrote that original essay, there were a lot of things I could have talked about. I could have talked about big issues, world events, or the importance of a legal education. My passion really shone through when I talked about action. What I did spoke far louder than anything I could have said. Taking on early roles as a community leader, mediator, researcher, and writer showed I already had a passion for doing what lawyers do–even if I didn’t really know what it was like to be a lawyer.
  2. Vulnerability is as important as strength. Law school admission essays can be awful to read. It can be very difficult to read someone else promote themselves. When all that’s presented is strength, we want to turn away because it’s not real.  After reading my essay, I thought the best part was my struggle (and eventual failure) to learn Japanese. Addressing failure helps us stay human. It helps us show our resiliency. And it makes us trustworthy. Nobody is perfect, and I’m glad I didn’t try to be.
  3. The only way to know “what you want to do next” is past experience. Ever heard someone complain that they’re not sure what they want to do for an education, a career, or a next move? That was me before I came to law school. I wasn’t sure if law was really for me, and my uncertainty comes through in my writing. The only information I was proceeding on was from past experiences. Not everyone has known what they want to do since they were born. I certainly didn’t. For most of us, “what to do next” comes from past experience. We need to constantly try new things to learn about ourselves to calibrate our compass for the way forward.
  4. Our most difficult moments define us and refine us. Strangely enough, I was encouraged to become a lawyer by my first tough experience in university. I had to find an apartment off-campus when all my friends were moving into residence; I had forgotten to hand in my housing forms on time. Two things happened after I moved into an apartment off-campus: (a) I became much more social and outgoing on campus. (b) I found out how to break my lease legally by researching the Residential Tenancies Act. That early experience could have made me give up. I could have stayed isolated off campus and stayed put. Instead, the experience forced me to grow.

After reading the essay, I was relieved to learn my motivations for going to law school hadn’t changed. I still want to use law to be a leader in my community.

If you’re in law school, I highly recommend you read your admission essay before you leave. It never hurts to re-calibrate your reasons for pursuing a long-term commitment. If you’re not in law school, but you’re thinking about committing to something or someone or somewhere for years, you should try writing a personal statement.

Leave a comment if you do read your admission essay. What does it say?

TEAMwork: Interdisciplinary Learning at its Finest

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April 1st 2013 marks the end of my eight-month experience in the Technology Engineering And Management (TEAM) course at Queen’s University.

Every law school should have a course like TEAM.  It allows law students to work with engineering and management students, and trains legal minds to look for ways they can add value in real-world projects.

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What is TEAM?

TEAM is an interdisciplinary project course.  Senior students enrol in the course from chemical engineering, commerce, and law.  Each student begins the term by bidding on projects proposed by industry partners across Canada and the United States.

Students are matched to projects based on their interest and experience.  Teams of 3-5 students are formed for each project.  The TEAM class runs anywhere from 18 to 20 projects a year.

Former projects have included the retrofit of a manufacturing plant, innovative carbon capture processes, feasibility of a new oil pipeline upgrader design, geothermal energy production, and environmentally friendly oil sands worker housing.

How did TEAM start?

The TEAM course was designed by Barrie Jackson , an ex-Shell employee and Queen’s Adjunct Associate Professor, in 1995.  He realized that engineers never work in isolation, and should learn the business and legal side of their work.

TEAM’s great work continues thanks to the tireless efforts of Dave Mody, an Adjunct Lecturer and “Engineer in Residence” at the Chemical Engineering Faculty at Queen’s.  Dave meets with student teams weekly to guide and mentor student groups, and to share his 17 years of engineering and design process experience.

What was my experience like?

I was lucky to be matched with a fantastic client known in the energy industry worldwide.  Their head office in Canada is in Calgary, so our team was flown out to get briefed on our project in November 2012.  Next week, on April 2nd we’ll present our final presentation and report.

Our project is a concept design for an environmentally, socially, and economically sustainable remote housing unit for resource development workers.  We had a few different personality types and learning styles on our team.  It was a great leadership experience.

Have you ever had an interdisciplinary project that inspired you, or taught you things you didn’t expect?  Post it in the comments.

The legal angle of my project was on the aboriginal consultation requirements, and the environmental-regulatory requirements for an energy development project.  The nature of the project touched many areas of law, and it’s an experience I’ll never forget.

 

Don’t Bring Your Laptop to Class

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I don’t know when it happened, but law lectures have lost their terrifying charm.  In my experience, students’ unwillingness to speak up—and most teachers’ merciful unwillingness to demand answers—has replaced the Socratic method with more passive classroom learning.

Without that pressure, the need to thoroughly prepare  for the next day’s lecture has faded away.  Safely nuzzled into laptops, my 60+ fellow students can follow along with our lecture using a PowerPoint slide presentation, waiting for each legal issue to be pointed out.

The proud and the few who do prepare may be disappointed to find there is no class discussion they can use to flex their arguments.  Their interpretations are never challenged or questioned.

Law school doesn’t have to be like that.  Laptop learning can be done at home.  The classroom should be for vigorous advocacy and engagement with the material.

The Socratic Method

Do we have to go back to “Paper Chase”-style call and answer in class?  No, I don’t think so, even though it has its merits.  Being put on the spot, thinking on your feet, and applying the law to unpredictable questions are a great foundation for future skills as an advocate.

What’s missing is a greater emphasis on legal problem solving, instead of the more narrowly focused case method.  Is it possible to have it both ways?

I’d like to ask legal teachers to consider taking a new approach.  Here are some elements I’d like to see in my next lecture:

  1. Demand preparedness: ask students who aren’t prepared to leave
  2. Provide—or work with students to develop—materials to learn doctrinal fundamentals at home, so people don’t come to class to type a transcript of your lecture
  3. Focus on practical problems in class.  Start the lecture with an interesting exam-style fact pattern.  Use that as a lead-in to the area of law the students are about to spend four to eight months investigating.  Talk strategy.  Talk about what the case means for future litigants.  Refer back to the case as a concrete example for core concepts.
  4. Draw out quiet participants.  Reward participation.
  5. Make the back row of students sit in the front row.
  6. Ask that laptops be shut, bowed down, or left at home.  If students are dependent on typing what you are saying in class, they didn’t read the material.

Do you have a Professor or instructor who teaches like this?  Let me know in the comments below. I’ve met a few, but it isn’t the norm.

We shouldn’t leave law school without speaking up, advocating for a position, or making eye contact.  For our future clients, let’s try leaving our laptop at home.

The Innovative Advocate: Canada’s Legal Future

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The way legal services are delivered in Canada is changing.  Increased competition and a demand for lower prices has pressured law firms to slow hiring and deliver their services more efficiently.  After finishing my first year at Queen’s Law I started thinking about how law students can help firms meet the demand.  It starts with an open-eyes look at where our industry is moving.

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The reality is that corporate in-house clients are demanding routine process work be done for less, putting pressure on law firms to deliver their services faster with less overhead.  2012 also marked the first year that non-lawyers are allowed to own law firms in the UK, dramatically expanding the capital available for those firms’ investment and growth.

Here at home, lawyer-only firm ownership still reigns in Canada, but mergers with international players push our largest firms into ever-greater levels of competition.  Lawyers-turned-entrepreneurs in Canada are in turn growing their shares in the consumer market by launching online legal services.

New entrants to the market still haven’t quenched the demand for lower legal costs. Canadians face serious access to justice issues, and even middle-class litigants find themselves increasingly forced to represent themselves in court.

How are law students responding to these challenges?  Traditional not-for-profit work in legal clinics like Queen’s Legal Aid and Pro-Bono Students Canada is popular while in law school, but how many students continue their pro-bono efforts post graduation?  How does this solve the problem for clients who aren’t poor but still can’t afford legal advice?

I believe the change starts with how legal services are delivered.  I believe it starts by getting students thinking about innovative ways to bring the law to Canadians.

Law-students for Technology and Innovation (LFTI) is a student-run organization Nikolas Sopow and I created this year at Queen’s Law.  We’re passionate about finding better ways to deliver legal services.  We’re law students, but we’re not afraid of the changes coming to the Canadian legal scene.  Within three weeks we recruited four more executives to our team, and we’re still growing.  By 2015 we plan to have LFTI clubs at every law school in Canada.

Our projects this year are as diverse as our leadership team.  We’re hosting a speakers’ panel in Winter 2013 titled Technology on the Legal Frontier: Current and Future Ways to Practice Law.  We’re fundraising for computer literacy skills in Kingston by hosting a LAN party for video-game enthusiasts.  We’re blogging on the latest legal tech to hit app store shelves.  And we’re letting everyone know how the delivery of legal services is changing, so our classmates are prepared when they graduate.

Needless to say I’m excited at what LFTI has set out to accomplish this year.  Being prepared for the changing legal environment in Canada is about more than making a living as a lawyer.  It’s about making legal counsel affordable, providing greater access to justice, and ensuring Canadian firms remain competitive in the global market for legal services.

What areas of legal service delivery do you think could be improved?  How does legal education need to change in order to keep up?  Be creative, and ask tough questions. The innovative advocate is Canada’s legal future.

  • Ivan

Note that this article was published concurrently on LawIsCool.com

Looking back at 4 Years of UW Co-op

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Map of the University of Waterloo in Waterloo Ontario Canada

For many students at the University of Waterloo, the third weekend of class is spent applying to co-op jobs for their next 4-month semester.  Thousands of students polish up their resumes and log onto JobMine (our campus co-op job posting server) to look for opportunities that resonate with them.  This past weekend I did the same thing, but this semester is a little different.  Fall 2010 will be my last co-op term before I graduate.

Looking back at my experiences with co-op, I sometimes wonder what my degree might have been like without it.  It’s hard to imagine, because co-op has been such a huge part of my university experience.  Here are a few reasons why I think co-op is so essential – and why I can’t imagine having an education without it.

Interview IQ

Some of the greatest opportunities available to us in life require an interview – but how often does the average person get to practice interview skills in real life?  Answering questions appropriately, dressing to impress, and preparing intelligent questions are all difficult skills to master by studying theory alone.

Co-op students may have up anywhere from 5-15 interviews every academic semester, both in person and on the phone.  Completing a battery of three interviews in one day between classes, projects and presentations isn’t rare.  Interviews have taught me how to present myself professionally to not only potential employers, but also clients and business partners – an important skill I’ll use for the rest of my life.

Learning How to Hit the Ground Running

In just 4 months, co-op students have to learn a new job quickly so we can become productive as soon as possible.  Unless employers have a strong co-op orientation program, it’s usually left up to us to learn on the job.  In a new environment, we need to quickly integrate into a new work culture and master new skills depending on what is expected of us.

One thing every student learns at university is how to learn.  Each academic semester and work term builds a portfolio of professional skills we can draw on, and we always keep learning new things.  The Microsoft Office suite quickly becomes second nature to most co-ops.  Programming languages are practiced and picked up, as are soft skills like writing effective emails and telephone etiquette.

It’s often said that most 21st century professionals can expect to change their career at least once in their lives.  Knowing how to quickly adapt to new environments allows co-op students to embrace these changes and succeed no matter where they go.

Clarifying Career Goals and Objectives

Entering university, every student has lots of ideas about what they might be one day.  Co-op work terms help clarify those goals with each 4 month experiment.  Trying different industries, work cultures, and company sizes helps university students discover their passions before they graduate and commit to a full time job.  If they are lucky, a co-op may stumble on their dream job half way through their degree and return once they graduate.  The diverse group of people we meet in each workplace helps us find both role models and people we never want to be.

In essence, co-op helps define our ideal career by letting us try up to six different ones.  And that has helped me define my own career path, starting April 2011.