Abstract
This article examines the legal-research institutional learning outcomes of 196 law schools accredited by the American Bar Association and proposes improvement to best practices. The suboptimal format and content of legal-research institutional learning outcomes contribute to this deficiency, exacerbated by challenges from the upcoming new bar examination. To improve legal-research institutional learning outcomes, law schools should distinguish legal-research institutional learning outcomes from other institutional learning outcomes, include specific and effective performance criteria, and update learning outcomes periodically. To streamline this process, law schools should draw wisdom from both external benchmarks and the expertise of internal legal-research instructors.
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