Law Commons^™

Oxford: A Haven For Sabbaticals And Other Visits, Robert S. Summers

Cornell Law Faculty Publications

No abstract provided.

Yale Kamisar The Teacher, Jeffrey S. Lehman

Cornell Law Faculty Publications

No abstract provided.

Enriching The Contracts Course, Robert A. Hillman

Cornell Law Faculty Publications

No abstract provided.

Critiquing As An Opportunity, Joel Atlas

Cornell Law Faculty Publications

The path of critiquing a paper is, in all but a rare case, laced with mines: poorly constructed sentences, non-thematic paragraphs, and mangled legal standards. But rather than view these as trip interruptions, perhaps teachers can view them as challenges. After all, every student error is a learning opportunity for that student.

Teaching Civil Procedure Through Its Top Ten Cases, Plus Or Minus Two, Kevin M. Clermont

Cornell Law Faculty Publications

The thesis is that Civil Procedure teachers should give more attention to the subject's landmark cases. Law teachers' common sense and cognitive scientists' schema theory lend support to that thesis. The pedagogic implications of that thesis call for an enriched case method, the essence of which is teaching a slightly smaller number of cases and pausing on the key ones, thoroughly examining them in a rich context. The optimal sources of that context are written case studies, assigned as intermittent supplementation.

Comparative Readings Of Roscoe Pound's Jurisprudence, Mitchel De S.-O.-L'E. Lasser

Cornell Law Faculty Publications

Foreword, Jeffrey S. Lehman

Cornell Law Faculty Publications

No abstract provided.

Remembering Harry Bitner: Law Librarian, Professor, And Wonderful Colleague, Claire M. Germain

Cornell Law Faculty Publications

No abstract provided.

Legal Education In Africa In The Era Of Globalization And Structural Adjustment, Muna Ndulo

Cornell Law Faculty Publications

No abstract provided.

Teaching Ethics In An Atmosphere Of Skepticism And Relativism, W. Bradley Wendel

Cornell Law Faculty Publications

I would like to do several things in this essay. First, I am interested in the sources of students' wariness about moral reasoning and claims about objectivity and truth in ethics. Sometimes I feel like a teacher of geography who must confront a deeply entrenched belief that the earth is flat. The earth is not flat, nor is ethics just a matter of opinion, but one wonders why students persist in thinking the opposite. Teaching effectively requires an understanding of where students are coming from. Accordingly, the opening section of this essay is structured around a series of hypotheses to …

Studying Labor Law And Human Resources In Rhode Island, Stewart J. Schwab

Cornell Law Faculty Publications

Our task today is to celebrate, inaugurate, and educate. Lawyers demanded the education part of the talk because they love double counting whenever possible. The lawyers in our audience get Continuing Legal Education credits for attending. That's just one illustration of how to think like a lawyer--kill as many birds with as few stones as possible.

Lawyers are often accused of talking in an arcane language that no one else can understand. Labor-relations people are sometimes thought to be either pie-in-the-sky optimists or Marxist-inspired anarchists. Human-relations professionals are sometimes said to be hypocrites giving a fake smile to employees while …

Ethics For Skeptics, W. Bradley Wendel

Cornell Law Faculty Publications

One of the themes of the 2002 annual meeting of the Association of American Law Schools ("AALS") has been that we, as teachers, must do better at engaging our students "where they're at." A number of speakers on various panels addressed the consumerist mentality among students, the desire of a population raised on MTV for multimedia lectures that resemble rapidly paced entertainment with high production values, and the suspicion of students toward claims of authority by teachers that are not backed up by respect and hard work. In addition, I would add a further observation as a teacher of ethics …

International Law And The Legal Curriculum, Jeffrey S. Lehman

Cornell Law Faculty Publications

No abstract provided.

Information Technology And U.S. Legal Education: Opportunities, Challenges, And Threats, Peter W. Martin

Cornell Law Faculty Publications

No abstract provided.

Desperately Seeking A Voice, Jeffrey S. Lehman

Cornell Law Faculty Publications

No abstract provided.

International Law At The Cornell Law School, John J. Barceló Iii, Lee E. Teitelbaum

Cornell Law Faculty Publications

No abstract provided.

Morality, Motivation, And The Professionalism Movement, W. Bradley Wendel

Cornell Law Faculty Publications

No abstract provided.

Approaches To Teaching Contracts: Enriching Case Reports, Robert A. Hillman

Cornell Law Faculty Publications

No abstract provided.

Mirror, Mirror On The Wall: A Vision For The Future, Claire M. Germain

Cornell Law Faculty Publications

No abstract provided.

Inbreeding In Law School Hiring: Assessing The Performance Of Faculty Hired From Within, Theodore Eisenberg, Martin T. Wells

Cornell Law Faculty Publications

This study compares the scholarly impact of inbred entry-level law school faculty members with the scholarly impact of noninbred entry-level law school faculty members. The sample includes 32 law schools and approximately 700 entry-level faculty members. By our measure of performance, scholarly impact as measured by citation frequency, inbred entry-level law school faculty members do not perform as well as noninbred entry-level faculty members.

Public Values And Professional Responsibility, W. Bradley Wendel

Cornell Law Faculty Publications

No abstract provided.

The Internet: "Full And Unfettered Access" To Law -- Some Implications, Peter W. Martin

Cornell Law Faculty Publications

No abstract provided.

Digital Legal Information: Ensuring Access To The "Official" Word Of The Law, Claire M. Germain

Cornell Law Faculty Publications

No abstract provided.

Undergraduate Education In Legal Psychology, Solomon F. Fulero, Edith Greene, Valerie P. Hans, Michael T. Nietzel, Mark A. Small, Lawrence S. Wrightsman

Cornell Law Faculty Publications

The purpose of this article is to describe ways that legal psychology can be introduced into the undergraduate curriculum. The extent to which undergraduate "psychology and law" courses are currently part of the curriculum is described, and a model is proposed for coursework in a Psychology Department that might adequately reflect coverage of the legal area. The role of legal psychology in interdisciplinary programs and Criminal Justice departments is discussed. Sources for teaching aids and curricular materials are described.

Closing One Gap But Opening Another?: A Response To Dean Perritt And Comments On The Internet, Law Schools, And Legal Education, Michael Heise

Cornell Law Faculty Publications

No abstract provided.

A Tribute To Theodore J. St. Antoine, Jeffrey S. Lehman

Cornell Law Faculty Publications

Article predates the author's affiliation with Cornell Law School.

Ranking And Explaining The Scholarly Impact Of Law Schools, Theodore Eisenberg, Martin T. Wells

Cornell Law Faculty Publications

This article measures 32 law schools' academic reputations by citations to their faculties' works. Yale, Chicago, Harvard, and Stanford rank alone at the top. Seven or eight schools compose the next group. We also explore the relation between scholarly impact and entry-level or lateral hire status, gender, minority status, subjects taught, and years in teaching. Lateral hires systematically outperform entry-level hires. We find no substantial evidence of male-female differences. We find some evidence of lower citations for minority females, but this difference is largely attributable to those in teaching fewer than 8 years. For faculty members in teaching more than …

The Best Law School Subject, Robert A. Hillman, Robert S. Summers

Cornell Law Faculty Publications

No abstract provided.

Training In Law And Psychology: Models From The Villanova Conference, Donald N. Bersoff, Jane Goodman-Delahunty, J. Thomas Grisso, Valerie P. Hans, Norman G. Poythress Jr., Ronald G. Roesch

Cornell Law Faculty Publications

Although the domain of law and psychology is a burgeoning and popular field of study, there has never been a concerted effort to evaluate current training models or to develop newer, more effective ones. Forty-eight invited participants attended a national conference held at Villanova Law School to remedy this deficiency. Working groups addressed issues of education and training for the undergraduate level; for doctoral level programs in law and social science; for forensic clinical training; for joint-degree (JD/PhD-PsyD) programs; for those in practica, internships, and postdoctoral programs; and for continuing education. This article delineates levels and models of training in …

What The Knicks Debacle Of '97 Can Teach Students About The Nature Of Rules, Robert A. Hillman

Cornell Law Faculty Publications

No abstract provided.