The recently released issue 68-2 of the Journal of Legal Education focuses on the latest innovations and findings in legal pedagogy. This first issue edited by American University Washington College of Law also explores what legal education can learn from other disciplines.

The following articles on the latest innovations and findings in legal pedagogy are:

• “The Deconstructed Issue-Spotting Exam” by Jamie R. Abrams
• “Note-Taking Mode and Academic Performance in Two Law School Courses” by Colleen P. Murphy, Christopher J. Ryan, Jr., and Yajni Warnapala
• “Using Science to Build Better Learners: One School’s Successful Efforts to Raise its Bar Passage Rates in an Era of Decline” by Louis N. Schulze, Jr.
• “Teaming Up to Learn in the Doctrinal Classroom” by Jodi S. Balsam
• “Collaborative Learning in the Constitutional Law Classroom: Adapting the Concept of Inevitable Disagreement in Seven Steps” by Angela Mae Kupenda
• “Assessment, Collaboration, and Empowerment: Team-Based Learning” by Melissa H. Weresh
• “Cases and Places: A Field-Based Approach to Teaching Natural Resource and Environmental Law” by Karrigan Börk and Kurtis Burmeister
• “Something Borrowed: Interdisciplinary Strategies for Legal Education” by Deborah L. Borman and Catherine Haras
• “Degree (Un)Equivalencies: The Confounding Case of the Juris Doctor” by Stewart Manley
• “Teaching Law Students about Sexual Orientation, Gender Identity and Intersex Status within Human Rights Law: Seven Principles for Curriculum Design and Pedagogy” by Paula Gerber and Claerwen O’Hara
• “Law Review Articles Have Too Many Footnotes” by Lori McPherson
• “The Introduction of the Law School System and the Structure of the Legal Profession in Korea: Status and Prospects” by Jae-Hyup Lee

In addition, Susan Carle reviews the book Law and the Unconscious: A Psychoanalytic Perspective, by Anne C. Dailey.