The proposed model reduces the cohesion to the second year program and diminishes the sense of progression from second to third year. Cohesion is, however, retained to some extent in the first term of second year with its concentration of mandatory courses. A sense of identity with a discrete class may also be complemented as early as the spring term by an identity with a group of students who choose the same area of specialization. Resources - The semesterization of courses and the accessibility of second year students to the upper years courses facilitates a better allocation of resources by the administration. Some elective courses may only be offered every other year and semesterization will allow the administration to resolve dislocations arising from leaves more easily.
Little change is proposed for third year.
The mandatory courses are Legal Profession and Professional Responsibility , a perspective course and any mandatory courses not completed in second year. Balance - Some balance is achieved with the requirement of a perspective course and the opportunity to choose among an ample slate of doctrinal, clinical and perspective courses. Flexibility - Flexibility is maximized in third year permitting a wide selection of courses. Specialization - Students have the opportunity to pursue paths of specialization. The second stage of the curriculum reform may increase the number of advanced courses available.