Law Commons^™

Youthbuild, Dorothy Stoneman, Fatma Marouf

Faculty Scholarship

YouthBuild is a comprehensive youth and community development program that simultaneously addresses several core issues facing lowincome communities: education, housing, jobs, and leadership development. It is based on the conviction that the energy and intelligence of young people need to be liberated and enlisted in solving the problems facing our society, and that low income young people are an untapped resource for solving the problems facing their own communities.

YouthBuild engages disconnected young men and women who have no apparent path to a productive future by teaching them basic academic, life, leadership, and employability skills through work on community housing …

Porcupine Diplomacy Produces Summit (Ave.) Accord, Douglas R. Heidenreich

Faculty Scholarship

While William Mitchell College of Law was officially formed in 1956 through the merger of two local evening law schools, there had been discussion of a merger for years before 1956. Even after the merger, the two parts of the new institution continued to operate mostly separately. The acquisition of a building at 2100 Summit Avenue, in St. Paul, in 1958 finally allowed the two schools to become one and to enter the modern era of legal education.

Professional Training, Diversity In Legal Education, And Cost Control: Selection, Training And Peer Review For Adjunct Professors, Marcia R. Gelpe

Faculty Scholarship

The thesis of this article is that adjunct faculty make a unique and valuable contribution to legal education, that law is best taught by a combination of full-time and adjunct faculty members, and that serious consideration should be given to the issues of how best to divide teaching between full-time faculty and adjuncts. In addition, if adjunct faculty are to be viewed as a positive part of the teaching endeavor, it is essential to consider the ways to maximize their contribution. This article recommends a serious change in the way law schools think about and relate to adjunct faculty. Part …

Not Quite Grown Up: The Difficulty Of Applying An Adult Education Model To Legal Externs, Linda H. Morton, Janet Weinstein, Mark Weinstein

Faculty Scholarship

Using andragogical theory developed by Malcolm Knowles as a foundation as well as a counterpoint, this article presents a new framework for teaching clinic students. Frustrated by tensions they encountered in teaching students whom they expected to have all the qualities of “adult learners,” the authors developed a new theory that blends humanistic as well as developmental theory. The article describes this new theory and evaluates why it works in clinical teaching.

Teaching Reasoning, Vincent A. Blasi

Faculty Scholarship

Reasoning skills of a certain sort are taught well in the traditional law school curriculum. No matter how good her previous education, the typical law student surely acquires an improved facility at testing propositions by considering hypothetical applications. Many students learn a lot about linguistic indeterminacy, unintended consequences, the allocation of decision-making responsibility, and how much turns on which questions are asked and how they are framed. It is a rare, indeed obtuse, person who completes a legal education still temperamentally inclined to refute unwelcome ideas when distinguishing them will do.

Where legal education falls short, I think, is with …

The Cutting Edge Of Poster Law, Michael A. Heller

Faculty Scholarship

Students place tens of thousands of posters around law schools each year – in staircases, on walls, and on bulletin boards. Rarely, however, do formal disputes about postering arise. Students know how far to go – and go no farther despite numerous avenues for postering deviance: blizzarding, megasigns, commercial or scurrilous signs. What is the history of poster law? What are its norms and rules, privileges and procedures? Is poster law effident? Is it just?