From Class Papers to Journal Publications
When most students in Visiting Professor Luke Boso’s Education Law class finish their 25-page paper on an education-related topic of their choosing, that’s where the story ends. But three outstanding students from his spring 2017 class turned those papers into career-boosting opportunities: their papers were selected for publication in law journals around the country.
At the end of each semester, Boso says he reaches out to students who have written excellent papers that offer unique and well-supported scholarly contributions to the field, and encourages them to submit the papers for publication. He was delighted to learn recently that all of the students from that Spring 2017 semester who did so had their papers accepted for publication later this year.
Keani Christian ’18 will have “Breaking the Chains: A Discussion on the School-to-Prison Pipeline and a Call for Reform” published in the Arkansas Journal of Social Change and Public Service. LaTasha Hill ’18 wrote “Less Talk, More Action: How Law Schools Can Counteract Racial Bias of LSAT Scores in the Admissions Process”, which will appear in the Tennessee Journal of Race, Gender, and Social Justice. “Enough is Enough: Congressional Solutions to Curb Gun Violence in America's K-12 Schools,” written by Michael McQuiller ’18, will be published in the DePaul Journal of Social Justice.
Very few students in law school get the opportunity to engage with the law in this highly intellectually curious way." —Visiting Professor Luke Boso
All of these students felt passionate about their topics, Boso says, typically because they felt that the existing applicable laws and policies were unjust in purpose or effect. They channelled all of that research and passion into well-written, well-organized, and well-researched papers.
“Publishing is a special accomplishment because these students have proven that they are scholars, they have thought deeply and critically about the law, and they now have concrete proposals for change,” says Boso, who offers substantive written feedback to all his students at every step of the writing process. “Very few students in law school get the opportunity to engage with the law in this highly intellectually curious way.”
Hill selected her topic because she wanted to bring awareness to decades of research demonstrating how test-takers of color on average score up to 10 points lower on the LSAT, and because she wanted to push the conversation on this issue forward by discussing solutions to this ongoing problem.
“I wanted to challenge the legal education community to propel past the days of tradition and develop new methods to justly assess the skills of every law school candidate,” says Hill, who is currently working as the regional voter protection director at the Democratic National Committee in Washington, D.C. “I hope that during my career, I am able to be a member of a more inclusive group of legal professionals that truly reflect the diverse communities we serve.”