Last time I posted about the U.S. News & World Report rankings for law schools. Paul Caron at TaxProf Blog has posted a complete list of schools ranked only by their academic peer reputation. The results--located here--are extremely interesting, since rankings by peer reputation vary (sometimes significantly) from overall rankings. Remember that peer reputation is one of the most heavily weighted factors in the U.S. News rankings, so this particular variable matters a great deal.

In particular, check out the comments to Caron's post. A difference of one-tenth of a point can mean a huge move up or down with respect to ranking within this variable.

U.S. News & World Report has published its annual rankings of law schools, but the ABA Journal reports that bloggers (again) beat U.S. News to the punch with leaked rankings. The U.S. News rankings can be linked to here; an ABA Journal article on the rankings (and links to the leakers) is online here.

Much is made annually of the rankings. Many observers are critical, and some say they do not matter. But for better or worse, they do, since many current and potential students, current and potential faculty members, and current and potential donors pay attention to them.

My view is that the rankings can matter far less at the top than they do at the bottom. Harvard is not #1. Does that deter people from going to Harvard? No. NYU and Columbia traded places this year. So what? They are in the top of the top. A slip from the top 10 to the top 30 can be a crisis, but that happens not too often, I think. And as Theodore Seto has pointed out in his article Understanding the U.S. News Law School Rankings (available on SSRN here--I highly recommend it), much of what affects a law school's rankings is outside that school's control.

I also think that what matters more than year-to-year shifts are mid- or long-term trends. A school may misreport and fall from tier 2 to tier 3, or may have a temporary spike due to a new building, or some such thing that has a short-term impact for good or ill. But what really matters is a school's position over a period of years. It's like global warming in that sense. What matters is not the weather in any given year. What matters is climate change over a period of years. "Climate" can be defined as the "average of weather." Perhaps a law school's "real" ranking for U.S. News purposes can be defined as its average ranking over a period of years. So that in any given year, a school like George Mason's rise in the rankings might not mean much--but its climb in the rankings over the past decade and more is decidedly significant.

There's one other thing about these U.S. News rankings that is extremely interesting compared to years past: the online version can be used to rank schools in ALL tiers. In years past the 3rd and 4th tiers were listed alphabetically only. But now, schools in the lower tiers apparently can be ranked. And in my opinion that is where the rankings can really matter, and perhaps be the difference between life and death of a school, or good fundraising versus tuition-dependence, or strong recruiting versus weak recruiting (of both faculty and students). If you are #1, or #3, or #9, yes, that matters. But it matters much more, I think, whether your school is in the 3rd or 4th tier--and where in that tier. If you are in the 4th tier, you'd much, much prefer to be at the top than at the bottom. At the top, you can claim to be "on the cusp" of a move up. But at the bottom, or in the middle, that's a much harder argument to make.

My friend and soon-to-be ex-Mississippian Paul Secunda has written an excellent article on negotiating the vagaries (treacheries?) of the law school lateral hiring market. The article is available on SSRN here. I highly recommend it as general reading for pretty much anyone interested in how law schools work--students, professor wannabees, current profs, and so on.

As Paul points out in the article, there has been a good deal of commentary on the entry-level hiring market for law faculty, but there is a paucity of literature on the lateral hiring market (the market for law profs who move from one school to another). So Paul, who is in the process of moving from the University of Mississippi School of Law to Marquette University Law School, has bravely set out to rectify that.

Personally, I think the article is great for a number of reasons. First, as already stated, it is a great resource. Second, it is an easy and fun read--not a common characteristic of scholarly writing. Third, while the advice is focused specifically on the law school lateral hiring market, some of the advice translates well to any interviewing scenario. Especially helpful, I think, is Paul's point that many of the variables in the hiring process are beyond the interviewee's control. Understand that, accept it, and focus instead on the factors you can control. That likely will increase your chances of success, and it certainly will reduce your stress level a good bit.

And finally, the article is a perfect example of how blogging can directly promote scholarship: parts of the article appeared as a series of blog posts by Paul on Concurring Opinions (see his first of eleven posts here). After all, novels by Dickens first appeared in serialized form, so why not law review articles? Dickens might even have been a blogger were he alive today--although perhaps not a law prof.

Obviously it has been a while since I have posted on this blog. Why is that? I suppose it is because I have accomplished much of what I wanted to with Law Career Blog as a solo blog. I felt I had important things to say on teaching and classroom etiquette; on law career decisions; on law firm practice; on mentoring, and more. And I have said many of them, so there you have it.

I am very pleased, though, that my posts continue to draw strong traffic month after month, year after year. What I have said here remains relevant, I think--but that does not mean I need to always rehash the same ground, all in the name of having new posts just for the sake of it.

So for now, my existing posts stand for what they are, and I am proud of them. Call me the Antiblogger, I suppose: I am blogging by not blogging.

In any event, the following is a list of posts that have generated the most interest from readers, some posts on subjects I think are particularly important, and some that are just fun. Enjoy!

Posts on Law School in General:

In a series of posts, I argued that if we want law schools to truly provide the academic and practical education that students (and employers) expect and demand, we should consider adding a fourth year to the law school curriculum. Not surprisingly, my proposal was universally condemned. Check out the comments.

See Is the Third Year of Law School a Waste of Time and Money? and Is Law School Itself a Waste of Time?

I think that too often, law students don't step back and think about law school and their future careers in a broader perspective. That's understandable given the workload in law school, but it's still unfortunate. My friend and colleague Gene Theroux visited Mississippi College School of Law once to speak to students about his storied career--he opened the first western law firm offices in China and the Soviet Union--and he had wonderful advice for them. Ostensibly the talk was about globalization, but the heart of his message was to follow your heart and practice law the right way and for the right reasons. Sometimes we need to put our cynicism aside and hear things like what he said that day.

See Theroux Part Deux

Posts on LL.M. Degrees:

This trilogy of posts is perhaps the most popular series of posts on this blog--which proves that good things really do come in threes. Lots of discussion in the comments. See The Pros and Cons of LL.M.s, LL.M. Redux and LL.M.s Part 3.

Posts on Law School Exams, Teaching, and Class Strategies

Bainbridge v. Bowman. I wrote a law review article entitled The Comparative and Absolute Advantages of Junior Law Faculty: Implications for Teaching and the Future of American Law Schools--a piece I am quite proud of. In it, I use traditional neoclassical trade theory to analyze the advantages of junior and senior law faculty and make some recommendations regarding law school teaching. Professor Stephen Bainbridge of UCLA saw it, and he absolutely hated it. This posts includes our dialogue.

How to Improve your Law School Exams Grades. This wasn't a terribly controversial post--or so I thought until I received scathing comments two years after I posted it. Some fun back and forth on that one. Maybe I should've retitled the post Bowman v. Someone Very Angry.

Law School Orientation Advice. Pretty self-explanatory. My own favorite piece of advice: Don't spill a plate of food on your law school dean at the welcome reception. I actually did that--but lucky for me, I still graduated.

Computer-Free Week and Computer-Free Week, Part 2. There is a good deal of concern in the legal academy about computer use in the classroom. Is it beneficial? Is it harmful or disruptive? So one time I asked students not to use computers for one week to see what would happen. The results were pretty interesting, and as a teacher I found the feedback via the comments very useful. Perhaps the most interesting result was that student comments revealed just how prevalent the consumer mentality is among students--namely, I paid my tuition, so I can do what I want in class.

The Dilbertic Method. I definitely like this post about parallels between Dilbert's boss and the Socratic method. If you want to see the Dilbert cartoon I am talking about, you have to click the link in the article and then enter in the cartoon's run date on the Dilbert site.

Posts on Law Firms:

Much of the attraction to, and frustration with, big law firms has to do with the money they pay their associates. So I wrote some pieces on that subject--something I have firsthand knowledge about.

See Of Law Firm Culture and Compensation Schemes, The Problem of Law Firm Salary Distributions, and Big Firm Economics 101.

In another post, I wrote about associate pay and stress levels. In light of the recent savage downturn in the employment market, this post is perhaps more relevant than ever. See Why Associates Have More Stress than Partners.

Last week was my first week of classes for the 2008-2009 academic year, and I was all ready to write a post called "The Most Important Day of Class." The whole premise was that the first day of class is the most important day of class for the whole term. But I didn't write that post, because I decided I was wrong.

The first day of class is not the most important day of class. The second day is.

Here's what I mean. The first day is important, because on that day the prof is likely to explain what the course is intended to be like. You're also likely to be treated to a lecture on why the course is the most important course you will ever take in law school, and perhaps your whole life. I'm exaggerating, but not overly so. This is called selling the course--and it happens not only in electives, but also in mandatory courses. I certainly do it. I think it helps students see where the course fits in the grand scheme of things, and it gives them a sense of what I think of the subject and why I am teaching it. And I do hope it generates a little excitement to get us all through the drier parts of the course. (And if you are in law school, you know some of it is dry.)

But that first class is often an anomoly. It's on the second day that students are more likely to get their first glimpse of a more average class--no calling of the roll, no grand views of the law. Instead, it's on to theory, doctrine, and the briefing of cases.

So for those of you in law school, pay close attention in those early days. And mark your calendars for class #2.

There was an interesting post on the Law Librarian Blog this week concerning the benefits of senior, junior, and adjunct faculty in the classroom. The post can be linked to here. This is a subject that interests me greatly, and readers will remember that I recently wrote a law review article (in the BYU Education and Law Journal) about junior faculty teaching. You can link to my full article here, and to my previous blog posts on the article here and here. The latter post includes an exchange with UCLA law professor Stephen Bainbridge.

The long and short of it is that this Law Librarian Blog post reviews some of the current scholarship on law faculty teaching by senior, junior, and adjunct professors and provides some interesting commentary on this scholarship. Most interesting, perhaps, is the blog's observation that there seems to be little academic literature on the benefits of senior faculty teaching. Personally, I think this is because the common wisdom in the legal academy is that senior faculty are better teachers all around, so why write about it? I disagree with this view, however--and if you are interested in seeing why, look at my BYU article.

Today's post is about the blog That's What She Said, on which blogger and attorney Julie Elgar discusses legal/HR issues raised by episodes of the US TV show The Office. Specifically, Elgar assigns a litigation value to various actions that occur on the show. I blogged about her blog briefly in a previous post.

Tonight (9/27/07) was the season premiere, which means that tomorrow morning (Friday) Elgar will post a blog entry about the episode. It's very interesting to see the show dissected for legal liability purposes. And the truth is that there are a lot of idiot bosses out there, so it's not a hypothetical exercise. One boss I know ordered his employees not to conjugate in the hallways. Seriously. In the same office, an internal office memo from the boss explained that security was being improved at the front door by installing a "security intercom buzzard." Again, no joke. Dilbert bosses are alive and well. So the idea of treating the scenarios on The Office as if they were real is a legitimate exercise. And fun, which is the most important thing.

I have added That's What She Said to my blogroll for those who are interested in checking it out on a regular basis.