Law Commons^™

Teaching Cultural Competence In Law School Curricula: An Essential Step To Facilitate Diversity, Equity, & Inclusion In The Legal Profession, 2022 Utah L. Rev. 813 (2022), Phyllis Taite, Nicola "Nicky" Boothe

UIC Law Open Access Faculty Scholarship

No abstract provided.

Still Writing At The Master’S Table: Decolonizing Rhetoric In Legal Writing For A “Woke” Legal Academy, 21 The Scholar 255 (2019), Teri A. Mcmurtry-Chubb

UIC Law Open Access Faculty Scholarship

No abstract provided.

Integrating Adjunct Faculty Into Teaching Real Estate Transactions Law & Practice--Both In The Classroom And Online, 53 Wake Forest L. Rev. 947 (2018), Celeste M. Hammond

UIC Law Open Access Faculty Scholarship

I welcome the invitation to share my experience and ideas on teaching law students about the real world of real estate from a transactional perspective, beyond the appellate cases that are the basis of so much traditional legal education.

Communication Conundrums: Theories About And Tips For Effective Decanal Communication, 48 U. Tol. L. Rev. 211 (2017), Darby Dickerson, Marjorie Buckner

UIC Law Open Access Faculty Scholarship

Clear and effective communication is essential for any organization, including a law school, to operate effectively. But communication is often one of the trickiest skills a law dean must seek to master. Once a person adds “Dean” to the front of his or her name, communication norms change. A dean must be sensitive to power structures—whether real or perceived— that exist within the law school. A dean also must be vigilant about how she communicates with others, and how others communicate on her behalf. And she must understand that people will communicate differently with her than with others in the …

Will I Pass The Bar Exam? Predicting Student Success Using Lsat Scores And Law School Performance, 45 Hofstra L. Rev. 753 (2017), Katherine Austin, Catherine Martin Christopher, Darby Dickerson

UIC Law Open Access Faculty Scholarship

No abstract provided.

Law Schools And Learning Outcomes: Developing A Coherent, Cohesive, And Comprehensive Law School Curriculum, 64 Clev. St. L. Rev. 661 (2016), Anthony Niedwiecki

UIC Law Open Access Faculty Scholarship

This Article will detail a process that law schools can use to comply with the ABA Standards requiring schools develop their learning outcomes for the entire institution, academic programs, and courses. At the same time, this process can be used as a roadmap for curricular review and planning. As an example, this Article will use the steps that The John Marshall Law School took to review and change its professional skills curriculum. Part I will outline the accreditation requirements for developing and publishing learning outcomes. Part II of the Article will provide an overview of the process of curricular planning …

Prepared For Practice? Developing A Comprehensive Assessment Plan For A Law School Professional Skills Program, 50 U.S.F. L. Rev. 245 (2016), Anthony Niedwiecki

UIC Law Open Access Faculty Scholarship

The new ABA Standards and Rules of Procedure for Approval of Law Schools (“ABA Standards”) require law schools to develop and publish learning outcomes that explicitly state what they want their students to be able to do and know upon completion of the law school curriculum. The ABA Standards also require that law schools develop a plan to assess these learning outcomes through course assessment, programmatic assessment,and institutional assessment.In addition to the ABA, regional accreditors of higher education also require that universities and law schools have an extensive learning outcome and assessment plan.These requirements essentially ask schools to …

Crisis And Trigger Warnings: Reflections On Legal Education And The Social Value Of The Law, 90 Chi.-Kent L. Rev. 615 (2015), Kim D. Chanbonpin

UIC Law Open Access Faculty Scholarship

This Essay begins by understanding the law school crisis through the framework of disaster capitalism. This framing uncovers the ways in which reformers are taking advantage of the current crisis to restructure legal education. Under the circumstances, faculty may reasonably read the contemporaneous student-led movement to require trigger warnings in the classroom as an assault on academic freedom. This reading, however, clouds the water. Part II attempts to clear the confusion by decoupling the trigger-warning movement from the broader phenomenon of law school corporatization. Trigger-warning demands might alternatively be read as a student critique of traditional law school pedagogy. Especially …

Mind The Gap: Teaching Research As A Fluid, Ever-Present Concept In The First-Year Legal Research And Writing Classroom, 66 Mercer L. Rev. 651 (2015), Julie M. Spanbauer

UIC Law Open Access Faculty Scholarship

This Article presents a brief summary of the available research on those students who have used computers throughout their entire educational careers, including their strengths, their weaknesses, and how they differ from their instructors-many of whom did not use computers to any significant degree for research during college and law school. This Article asserts that these differences are cultural and argues that, in the interest of better educating and preparing our students to become lifelong learners who are equipped to self-assess their research, law school teachers must adjust their teaching styles to not only teach to these students' strengths and …

Using A Cultural Lens In The Law School Classroom To Stimulate Self-Assessment, 48 Gonz. L. Rev. 365 (2013), Julie M. Spanbauer

UIC Law Open Access Faculty Scholarship

The American Bar Association is exerting pressure on United States law schools to improve teaching effectiveness by shifting the evaluation of student learning away from input measures to focus upon output-based assessments. Yet, many legal educators appear to be resistant to and fearful of change, in part, perhaps, due to their comfort with teaching methods such as the Socratic or case-dialogue approach, which demands little accountability for teaching effectiveness and provides more time for the pursuit of the traditional goals of scholarly productivity. This method of teaching as currently utilized in law schools is also innately professor-centric performance art. The …

Teaching Trusts & Estates And Elder Law: Pedagogy For The Future, 117 Penn St. L. Rev. 987 (2013), Susan Cancelosi, Barry Kozak

UIC Law Open Access Faculty Scholarship

No abstract provided.

It's Not Just For Death Cases Anymore: How Capital Mitigation Investigation Can Enhance Experiential Learning And Improve Advocacy In Law School Non-Capital Criminal Defense Clinics, 50 Cal. W. L. Rev. 31 (2013), Hugh Mundy

UIC Law Open Access Faculty Scholarship

As this article proposes, law school criminal defense clinics provide an excellent environment to design and implement a non-capital mitigation investigation protocol based on the techniques used in death penalty cases. From a pedagogical perspective, such a model promotes student development of foundational lawyering skills and values, especially in the vital area of “narrative thinking characteristic of everyday practice.” From a pragmatic standpoint, creation of a mitigation investigation model benefits clinic clients and boosts the likelihood that similar investigative methods will become a staple of the student's post-graduate practice.

Part I charts the evolution of capital mitigation investigation and highlights …

Legal Writing, The Remix: Plagiarism And Hip Hop Ethics, 63 Mercer L. Rev. 597 (2012), Kim D. Chanbonpin

UIC Law Open Access Faculty Scholarship

In this Article, I focus on hip hop music and culture as an access point to teach first-year law students about the academic and professional pitfalls of plagiarism. Hip hop provides a good model for comparison because most entering students are immersed in a popular culture that is saturated with allusions to hip hop. As a point of reference for incoming law students, hip hop possesses a valuable currency as it represents something real, experienced, and relatable.

Significant parallels exist between the cultures of United States legal writing and hip hop, although attempting direct analogies would be absurd. Chief among …

Teaching For Lifelong Learning: Improving The Metacognitive Skills Of Law Students Through More Effective Formative Assessment Techniques, 40 Cap. U. L. Rev. 149 (2012), Anthony Niedwiecki

UIC Law Open Access Faculty Scholarship

With the widespread criticism of legal education and the proposed changes to the American Bar Association (ABA) accreditation standards, law schools are looking for ways that they can better teach students to be lawyers. In fact, law schools may be facing a perfect storm for significant changes in legal education with the recent release of two high-profile reports criticizing legal education, the major restructuring of law firms and practice because of the weakening economy, and the push to change the ABA's accreditation standards.

These events highlight the need to prepare law students to be practice-ready and to help make them …

Is Our Students Learning - Using Assessments To Measure And Improve Law School Learning And Performance, 15 Barry L. Rev. 73 (2010), Rogelio A. Lasso

UIC Law Open Access Faculty Scholarship

No abstract provided.

Borrowing From The B Schools: The Legal Case Study As Course Materials For Transaction Oriented Elective Courses: A Response To The Challenges Of The Maccrate Report And The Carnegie Foundation For Advancement Of Teaching Report On Legal Education, 11 Transactions: Tenn. J. Bus. L. 9 (2009), Celeste M. Hammond

UIC Law Open Access Faculty Scholarship

No abstract provided.

Jurisprudence: A Beginner's Simple And Practical Guide To Advanced And Complex Legal Theory, 2 The Crit: Critical Stud. J. 62 (2009), Allen R. Kamp

UIC Law Open Access Faculty Scholarship

No abstract provided.

Embracing Diversity Through A Multicultural Approach To Legal Education, 1 Charlotte L. Rev. 223 (2009), Julie M. Spanbauer, Katerina P. Lewinbuk

UIC Law Open Access Faculty Scholarship

No abstract provided.

Developmental Learning Theory And The American Law School Curriculum, 3 J. Marshall (Atlanta) L.J. 33 (2009), Steven D. Schwinn

UIC Law Open Access Faculty Scholarship

No abstract provided.

Matchmaker, Matchmaker, Find Me The Perfect (Decanal) Match, 31 Seattle U. L. Rev. 799 (2008), William B.T. Mock

UIC Law Open Access Faculty Scholarship

No abstract provided.

Professor Dumbledore's Advice For Law Deans, 39 U. Tol. L. Rev. 269 (2008), Darby Dickerson

UIC Law Open Access Faculty Scholarship

No abstract provided.

Facilitated Plagiarism: The Saga Of Term-Paper Mills And The Failure Of Legislation And Litigation To Control Them, 52 Vill. L. Rev. 21 (2007), Darby Dickerson

UIC Law Open Access Faculty Scholarship

No abstract provided.

Lawyers And Learning: A Metacognitive Approach To Legal Education, 13 Widener L. Rev. 33 (2006), Anthony Niedwiecki

UIC Law Open Access Faculty Scholarship

No abstract provided.

Teaching Legal Research And Writing With Actual Legal Work: Extending Clinical Education Into The First Year, 12 Clinical L. Rev. 441 (2006), Steven D. Schwinn, Michael Millemann

UIC Law Open Access Faculty Scholarship

In this article, the co-authors argue that legal research and writing (LRW) teachers should use actual legal work to generate assignments. They recommend that clinical and LRW teachers work together to design, co-teach, and evaluate such courses.

They describe two experimental courses they developed together and co-taught to support and clarify their arguments. They contend that actual legal work motivates students to learn the basic skills of research, analysis and writing, and thus helps to accomplish the primary goals of LRW courses. It also helps students to explore new dimensions of basic skills, including those related to the development and …

Brown V. Board Of Education: The Legacy Continues, The Struggle Continues, 34 Stetson L. Rev. 283 (2005), Darby Dickerson

UIC Law Open Access Faculty Scholarship

No abstract provided.

Cyberbullies On Campus, 37 U. Tol. L. Rev. 51 (2005), Darby Dickerson

UIC Law Open Access Faculty Scholarship

My goals in this article are to introduce the law school community to the problem of cyberbullies, and to alert deans, administrators, and professors to the risks associated with this form of bullying-so that the problem can be acknowledged and addressed, and so that we may all learn and work in as safe an environment as possible.

Staff Matter(S), 36 U. Tol. L. Rev. 47 (2004), Darby Dickerson

UIC Law Open Access Faculty Scholarship

No abstract provided.

What Is A Dean For, 35 U. Tol. L. Rev. 111 (2003), Robert G. Johnston

UIC Law Open Access Faculty Scholarship

No abstract provided.

Lessons In Leadership, 33 Stetson L. Rev. 29 (2003), Darby Dickerson

UIC Law Open Access Faculty Scholarship

No abstract provided.

Staff Matter(S), 35 U. Tol. L. Rev. 199 (2003), Darby Dickerson

UIC Law Open Access Faculty Scholarship

No abstract provided.