The recently released issue 69-3 of the Journal of Legal Education issue includes articles from early-career legal scholars detailing the impact of COVID-19 and the Black Lives Matter movement on law schools and society. In this collection, authors from underrepresented communities share their path to teaching and provide suggestions on how law and legal education should change. Additional articles in this issue focus on law graduate debt, becoming a law teacher, scholarly impact, and teaching during the pandemic. This issue was edited by Northeastern University School of Law and features the following articles:

Get In Good Trouble: A Collection of Essays by Millennial Law Scholars

• “From the Editors” by Margaret Y.K. Woo and Jeremy R. Paul
• “An Introduction to the Collection” by Verónica C. Gonzales-Zamora
• “Lessons From Pandemic Pedagogy: Humanizing Law School Teaching to Create Equity and Evenness” by Kinda L. Abdus-Saboor
• “Mentorship, Leadership and Being an Indigenous Woman” by Ernestine Chaco
• “Legal Education in the Era of Black Lives Matter” by Marcus Gadson
• “Give Me Liberty, or Give Me Breath: A Call for Economic Justice” by Verónica C. Gonzales-Zamora
• “May It Please the Soul: On the Practice of Law and Vulnerability” by Camilo A. Romero
• “‘Mommy Track’ on Steroids: How the Pandemic is Further Derailing ‘Moms of Law’” by Lysette Romero Córdova
• “Crisis Induced Innovation in U.S. Legal Education” by Morenike Saula
• “Join With Me, Won’t You? Civic Engagement, COVID-19, and the Millennial Generation of Law Professors” by Joseph A. Schremmer
• “A Rite of Passage: Perpetuating the Invisibility of American Indian Lawyers” by Roshanna K. Toya
• “Afterword” by Marcus Gadson

Other Articles

• “Reducing Debt and Increasing Access to the Profession: An Empirical Study of Graduate Debt at U.S. Law Schools” by Scott F. Norberg and Stephanie J. Garcia
• “Becoming a University Educator: Teaching Tomorrow’s Law Teachers” by Shauna Van Praagh and Eliza Bateman
• “Total Scholarly Impact: Law Professor Citations in Non-Law Journals” by J. B. Ruhl, Michael P. Vandenbergh, and Sarah E. Dunaway
• “What to Learn From Pandemic Teaching? Our Student’s Names” by Eun Hee Han

Book Reviews

• “The New Movement to Transform American Prosecution and End Mass Incarceration” by Justin Murray
• “The Legal Scholar’s Guidebook” by Jamie R. Abrams