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The Cornell Law School used part of its Keck grant to create an electronic information resource available free or at low cost to anyone with access to the Internet. This information resource deals with legal ethics and is a powerful alternative to print products. The rest of the grant was used to retool Cornell's teaching of legal ethics. Legal ethics courses were supplemented with case studies and visiting experts.

The Keck Foundation has helped law schools enrich ethics courses with innovative teaching materials and should turn its attention to projects which are joint efforts of the academy and the bar. Keck money should only go to collaborative efforts of the two. Out in the real world, ethics ceases being theoretical and deals with people. Ethical behavior in the real world will refurbish the legal profession's tarnished image.

An annotated bibliography of written and audiovisual materials for legal ethics teaching is given. Its purpose is to identify innovative matter not readily accessible that can enrich the teaching of legal ethics. The traditional scholarly publications, casebooks and syllabi are not included. The first part divides the material by publisher, usually a law school, the second part by subject matter.

Legal ethics is best taught as a lawyering skill and the Loyola Law School in Los Angeles restructured its teaching of the field over 10 years ago by combining ethics and lawyering skills in one required class. This approach recognizes the need for a contextual framework for the discussion of legal ethics and it emphasizes how ethics and the skills for dealing with a client are interconnected. The course begins with a general discussion of the lawyer's part in society and the connection between personal values and values as a legal professional. The connection of skills and ethics throughout the class are a key to its success.

The awards by the Keck Foundation were an outside initiative for legal ethics to become an important part of the law school curriculum. A continuation of these grants will lead to a moral rebirth in the profession as a whole. The purpose of the practice of law is, after all, to eradicate injustice and advancing international law is also a purpose binding together all of America's attorneys. The ethical norms regulating US attorneys will be key to the rule of law's development in the many new nations of the developing world.

Learning professional responsibility while neglecting personal responsibility does no good and too many legal ethics courses neglect the latter. Legal ethics courses do not encourage debate about morality in legal practice, and so are treated often as review courses for the Multistate Professional Responsibility Examination. This approach trivializes ethics and the real-world context is needed in courses.

The teaching of professional ethics can benefit from an interdisciplinary approach which examines professional ethical problems and discusses how these problems can enhance our understanding of professionalism. Harvard University has tried to foster this effort for the last decade. In 1986, the university established the Program in Ethics and the Professions. The design of a course on legal and medical ethics at the Harvard Law School is described in some detail.

The team teaching of legal ethics by a real-life practitioner and a law professor exposes law students to ethical problems which may occur in real life and offers the students different perspectives on issues. Using practitioners gives students the chance to walk through a case without spending the time on a whole trial. The experience students get this way could not be replicated with casebooks. The experience of the University of Texas Law School in the team-teaching of legal ethics with the practicing bar is recounted.

The positive results of the College of William and Mary law school's experiential teaching of legal ethics argue for the adoption of this approach by other law schools. William and Mary aims to impart professional skills, sensitize students to the ethical problems they will face as attorneys and enhance traditional academic approaches. A survey comparing William and Mary to three other highly-regarded state law schools was done.

Teaching legal ethics is most effective when professional ethics are linked with issues of individual and societal morality. This can be done by encouraging students to see lawyers as people in their communities in addition to being professionals. The University of North Carolina Law School Intergenerational Legal Ethics Project tries to get lawyers to see themselves this way, to connect their intellectual faculties and their feelings. The project is described in some detail.

Spreading the teaching of legal ethics across the curriculum stimulates classroom discussions and the students' moral imagination. This teaching method also prepares the students for real-world practice by showing them the ethical dilemmas linked with certain practice areas. Last but not least, teaching legal ethics this way satisfies the organized bar's wish for more practice-related teaching in law schools. Fordham University Law School's experience teaching legal ethics is recounted.

Teaching legal ethics pervasively, that is, through including it in all courses in the curriculum and inculcating it in members of the profession works best for spreading ethical legal practice. A desire to use clinical experiences students gain in part-time and summer jobs can also motivate a change in legal ethics teaching. The experience of the law school at the University of California, Los Angeles in redesigning its legal ethics program is recounted. It took place at a time when the justice system was confronting crises such as securities fraud and police abuse which made legal ethics teaching especially relevant.

Courses devoted to legal ethics in various types of litigation, such as civil, criminal and actions before regulatory agencies are the best answer to teaching the field. This approach assumes that ethical concerns differ in various practice areas. A pervasive approach, on the other hand, can exacerbate the pressure of learning the law and professors without specialized knowledge can be unwilling to spend much time learning ethical issues. The experience of the Duke University Law School in designing an ethics course on civil procedure is recounted.

The pervasive method, that is, integrating the study of legal ethics into other courses in the law school curriculum, works best for study of the field beyond the basic course. Courses teaching legal ethics with the pervasive method must still be thoughtfully designed and the implicit message that legal ethics is a poor stepchild compared to other fields avoided. The experience teaching legal ethics at Boston University's law school is recounted.

The pervasive method, or integrating the teaching of legal ethics into other courses, offers the best hope of engaging students' interest. Discussions of ethics are often the classroom experiences students remember best. Many ethical issues such as conflicts of interest, candor and confidentiality apply to diverse subject areas and this argues for the pervasive method of teaching. Much background material is available for professors who do not feel well-versed in these areas. Experience with the pervasive method of teaching legal ethics at the Stanford Law School is recounted.

College and graduate schools' standard teaching and evaluation methods drive students to use defenses which can be detrimental to the standards of professional behavior. The Socratic method used in law school can mute students' feelings and force them to regard all problems only intellectually and analytically. Law schools' professional responsibility courses should abolish the forced grading curve and be taught in a cooperative rather than a competitive atmosphere. An experiment doing this at the University of Houston's Law Center made the professional responsibility course very popular among students and augured well for the need for more research on ways of alleviating stress in law school.

The use of video vignettes can enhance the teaching of legal ethics by bringing theory to life and by helping train competent practitioners by exposing them to real-life situations. Showing such videos to lawyers often leads to other stories which can be used in class. Legal ethics courses should also deal with the problems of race and gender in the practice of law. These were the conclusions of a professor of legal ethics at New York University's Law School.

Faculty at the University of Michigan Law School have tried to rethink the teaching of legal ethics to make its study less tedious and to portray the area as one of great intrinsic merit especially relevant to the practice of law. Giving a one-week intensive mini-course to 1st year law students whets their appetite for later, more intensive study and having this course taught by visiting and internal experts with a great variety of teaching materials lends importance to the field. The first intensive mini-course is described in some detail.

Experiential learning or clinical legal education offers the most hope of engaging students in the study of legal ethics. Involving practitioners in the teaching enhances the subject matter's relevance for the students. Extensive teaching notes focusing on content and technique ensure that students obtain the same core material regardless of who teaches it. Columbia Law School's used these theories in redesigning their legal ethics program and their course is described in some detail.

First-year law school students may have the latent thought that theoretical and clinical work is not real law and thus a first-year course in professional responsibility may not be broadly accepted. The first year's emphasis on the mastery of conventional legal analysis may also make students' interest in studying professional responsibility at this time ambivalent. This was the conclusion of an experiment placing a professional responsibility course in the first-year curriculum of the University of California at Berkeley's Boalt Hall School of Law. The experiment also showed institutional resistance to required legal ethics courses at a time of constrained funding.

Teaching legal ethics through simulation can enhance students' moral vision through real-life problems in which moral issues come up quickly and without warning. Students are most engaged in learning legal ethics when there is active learning and courses expose them to real-life situations. This was the conclusion of a basic legal ethics course taught with the simulation method at the Northwestern University School of Law. The structure and reading material of the class are described in some detail.