LL.M. Programs
these criteria, and assess how important she con- siders each criterion.
a. Quality of Education 42
A high quality LL.M. education for an international student requires a broad yet focused curriculum in an institution that possesses a breadth of quali- ties and characteristics. If schools do not possess these traits, they will not be able to meet stu- dents’ reasonable expectations. An international LL.M. student can reasonably expect U.S. schools to offer courses on the U.S. legal system; Eng- lish as a Second Language (ESL) support; tutoring regarding study skills and U.S. law school exam- preparation; and instruction on cultural compe- tencies needed for classroom success. Further- more, LL.M. students can reasonably expect U.S. schools to offer very strong legal communication courses that focus on legal research, analysis, writing and oral communications, with such in- struction specifically geared towards addressing the needs of international LL.M. students. Also, LL.M. students can reasonably expect schools to provide a full complement of required courses and electives and clear academic guidance on course selection. Guidance on which extra-curricular ac- tivities will help LL.M. students reach personal and professional goals and information about how best LL.M. student health, security and general welfare needs can be met are also reasonable ex- pectations.
Furthermore, it is reasonable for students to ex- pect U.S. law schools to provide capable, available professors, resources to help international stu- dents adjust to U.S. legal education and culture, access to law journal or law review membership, and general equity with J.D. students regarding access to resources and facilities (including mem- bership on faculty committees as J.D. students have such memberships).
It is reasonable for students to expect the admin- istrator of the LL.M. program to live in the same city and be available to actively handle problems
that arise among LL.M. students.6 They expect
that the administrator will work with all faculty and staff at the law school to integrate interna- tional LL.M. students with J.D. faculty, staff, and programs.
It is reasonable for international LL.M. students to have high expectations of the law school dean, who is responsible for all aspects of the school’s operation. The dean should be vested and actively interested in the welfare of the program and its students; regularly participate in town hall meet- ings with LL.M. students; listen to LL.M. student complaints, criticisms and compliments, to cure any and all defects and dysfunction within the LL.M. program (among students or staff or other- wise); and generally be wholly engaged with the transnational legal education that is meant to oc- cur across the curriculum. No academic program exists in a vacuum at any law school, and the dean should assume responsibility for ensuring that the synergies of these various learning endeavors combine for the best positive learning experience among students, faculty and staff. A good dean should be a strong leader, and should lead the school in facilitating this very important learning.
b. Career Goals
Prospective and current LL.M. students, and LL.M. graduates, have multi-varied, individualized career aspirations. U.S. LL.M. programs should have in place policies and practices to help LL.M. students and graduates reach their reasonable career goals.7
Students may have post-LL.M. goals of working as a lawyer for the United Nations, or becom- ing a judge or Minister in their home country. Their goal may be to improve their legal English so they can better perform their current job, or to develop expertise in an area they were not able to study when obtaining their first degree. Their goal may be to network with U.S. lawyers and law students, or to gain clients for their own law firm when they return to their home country.
ILSA Quarterly » volume 20 » issue 1 » October 2011
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