Using the results of Northeastern University School of Law's Outcomes Assessment Project, Bill Henderson examines the empirical evidence on experiential education's impact on law student professional development.

Some question whether a lawyer's skill set is determined by innate ability, but this article highlights stories of lawyers with a growth mindset: a belief that effort and learning can change abilities and intelligence. 

In support of making legal education more experiential, Bill Henderson attempts to clarify how law schools can assess improvements in quality of their curriculums and determine if those improvements are worth the cost.

Honoring the legacy of one of the greatest people in legal education, Bill Henderson shares a competency model of six success factors that are foundational to the future success of first-year law students.

Admitting that demand for traditionally educated law graduates is collapsing, this strategy memo outlines structural shifts in the legal profession and provides a response to the legal academy's serious business problem.

Recognizing that law students have a vital role to play in the future of legal education, Bill Henderson implores students to question legal education's methods and motives, and use their energy to refashion education.

With the proliferation of technologies that are upending the delivery of legal services and products, Bill Henderson encourages students and lawyers to invest time to understand the intersection between law and technology.

Law schools have struggled with their role in the university and tried to legitimate law as an academic discipline rather than a trade; Bill Henderson argues that legal practice mastery is a mixture of science and art. 

This article summarizes the structural transformation occurring in US legal education and encourages law school faculty members to consider several questions to determine if and how curriculums should respond.

Bill Henderson examines how law students, law firms, and law schools use elite legal brands as a substitute for rational thought, when they should be thinking about developing a broader range of skills and knowledge.

Although experiential education in law schools should be applauded, Bill Henderson argues that these efforts are not enough to keep pace with the productivity imperative spurring innovation in other sectors of the economy.

In a critique on how the US News & World Report influenced legal education, Bill Henderson argues that a dynamic has emerged in which bad behavior among school administrators is rewarded and students are misled.