LL.M. Programs
state. Though job opportunities may be limited during periods of economic downturn, schools are nevertheless obligated to assist LL.M. and J.D. students compete in the employment mar- ketplace.
LL.M. progams should provide accurate, transparent, and comprehensive information so that prospective students will be able to form reasonable expectations about the pro- gram, and be able to make informed choices. Among other information that should be pub- licly available, schools should post the following online:
• Course offerings (especially electives) avail- able for specific semesters of LL.M. student residence;
• Information about which professors or ad- ministrators may be on sabbatical;
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• The availability of thesis writing opportuni- ties;
• Whether LL.M. and J.D. students will be graded together on the same scale;
• Minimum GPA for remaining in good stand- ing;
• Whether the school facilitates J.D. and LL.M. student integration outside of class;
• Whether the school seeks to expose LL.M. students to professors who do not routinely teach LL.M. classes;
• Possibilities for transferring into the J.D. pro- gram with or without taking the LSAT; and
• Other aspects that are spelled out in LL.M. Roadmap’s 218 criteria for choosing an LL.M. program.
What if a law school is failing or has failed to meet the student’s reasonable needs and expectations?
Not every U.S. law school or its LL.M. program satisfies all of its responsibilities to its current LL.M. students or LL.M. graduates. Certain defi-
ciencies in these programs may be de minimis, causing virtually no harm to students or gradu- ates. However, some of the deficiencies are greater, and negatively and substantially impact achievements. LL.M. programs—through their administration, policies, and practices—can fos- ter a student’s success, or can hinder a student’s ability to pursue her goals.
If you are a LL.M. student or LL.M. graduate who is dissatisfied with some aspect of your current LL.M. program or post-LL.M. career assistance, you should raise the issue as soon as you be- come aware of the problem.
Of course it is the responsibility of administra- tors to monitor students and graduates, to en- gage them in open dialogue, and to the extent practicable, become aware of problems before they exist. These administrators can thus be- come well-positioned to resolve problems im- mediately.
Unfortunately, not all schools monitor LL.M. stu- dents’ or graduates’ experiences. Likewise, not all LL.M. students or graduates feel as though they can freely communicate school deficien- cies to administrators. Though some students or graduates may rationalize or make excuses about their inability or unwillingness to directly tell administrators about problems, it is critical that students and graduates find a way to over- come their reticence. Full knowledge is needed before deficiencies can be cured.
Rationalizations LL.M. students may choose not to complain about a school’s inability or unwillingness to meet LL.M. students’ reasonable expectations
Students’ culture does not permit questioning au- thority. Some international LL.M. students hail from cultures where authority figures, such as professors and deans, are not to be challenged by students. Such students, when faced with a LL.M. program that is breaching its implied and expressed promises, may find it difficult to confront the U.S. school’s administration about
ILSA Quarterly » volume 20 » issue 1 » October 2011
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