Volume 5 Winter 2011 Number 2 - Charleston Law Review

SCHULZE FINAL.doc1/20/2011 6:14PM2011] Law School Academic Supportread my state’s statute on how contracts are formed?” Likeautonomy support, law schools’ failure to comport with SDTresults in frustration, disconnectedness, and ultimately lessthan-optimalpedagogy.B. What Is Autonomy Support?Krieger and Sheldon assert that autonomy support has threefacets:(a) choice provision, in which the authority providessubordinates with as much choice as possible within theconstraints of the task and situation; (b) meaningful rationaleprovision, in which the authority explains the situation incases where no choice can be provided; and (c) perspectivetaking,in which the authority shows that he or she is aware of,and cares about, the point of view of the subordinate. 117In the law school setting, these three factors translate to: (1)faculty or administrative actions that provide as muchmeaningful choice to students as possible; (2) where meaningfulchoice is not pedagogically sound or is otherwise unavailable,then the students should receive an explanation as to why choiceis not available; and (3) the overt demonstration of respect andunderstanding for student perspectives and preferences. 118Sheldon and Krieger have demonstrated the positive effectsof law school environments that provide autonomy support andthe negative effects that are unnecessarily controlling. In onestudy, they empirically compared the autonomy support at twovery different law schools. 119 At the first law school, facultyhiring criteria focused upon scholarship, not teaching skills. 120By contrast, the second law school focused on practice experienceand demonstrated teaching ability. 121 Also, in contrast to the117. Sheldon & Krieger, supra note 111, at 884.118. See Justine A. Dunlap, “I’d Just As Soon Flunk You As Look at You?”The Evolution to Humanizing in a Large Classroom, 47 WASHBURN L.J. 389,402 (2008).119. Sheldon & Krieger, supra note 111, at 883.120. Id. at 886.121. Id.303