The Integrated Curriculum of the Future: Eliminating a Hidden Curriculum to Unveil a New Era of Collaboration, Practical Training, and Interdisciplinary Learning

Abstract

This article seeks to challenge traditional methods of assessment used in U.S. law schools, specifically the final exam format and the grade and rank system. Such methods breed competition and elitism that have plagued the legal profession long enough. Instead, future curricula should require assessment based on large-scale collaboration, interdisciplinary techniques, and learned interpersonal skills. This shift in assessment should include fostering student development toward a post-conventional moral schema necessary to enrich our profession. The challenge is how rapidly faculties are able to transform curricula to include such initiatives and showcase the strength of such design. This change alone may cause entrenchment; however, the question is not whether faculties desire to sit and contemplate the best path for integrating skills. Rather, the larger momentum requires faculties to take steps toward integrated curricula. Each school will ultimately choose a path unique to its culture, resources, and the outcomes desired by its faculty. This paper visualizes one path for curricular integration but recognizes the many possible successes of other avenues.