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Full-Text Articles in Law
Exposing The Imposter: Imposter Syndrome & Legal Writing Faculty, Sara L. Ochs
Exposing The Imposter: Imposter Syndrome & Legal Writing Faculty, Sara L. Ochs
Events at Dickinson Law
Legal academics often report crippling feelings of insecurity and inadequacy, symptoms of a widespread trend labeled as “imposter syndrome.” Experts have defined this phenomenon as a “deep and sometimes paralyzing belief that we have been given something we didn’t earn and don’t deserve and that at some point we’ll be exposed.” Given the evident hierarchies in legal academia, these feelings are especially prominent among legal writing faculty, and even more so among those in untenured positions. Using empirical data acquired from law professors, this presentation will analyze the prevalence and causes of imposter syndrome among legal writing faculty and will …
Research Instruction At Yale Law School, Julie Graves Krishnaswami
Research Instruction At Yale Law School, Julie Graves Krishnaswami
Events at Dickinson Law
At Yale Law School, the Law Librarians take a holistic approach to providing legal research instruction. With that approach, we meet students where they are – academically and curricularly – through courses, reference consultations, guest lectures, and workshops. We provide elective research instruction in a variety of fora to meet the needs of our students. Our research courses are elective and are supplemented by workshops and guest lectures in clinical and doctrinal courses, and for student groups. Yale Law School students recognize the need for research instruction, and we have expanded our offerings to meet demand. The Law Library’s holistic …
Making Two Separates Equal: Combining Graduation Requirements And Research And Writing Skills, Ann Walsh Long
Making Two Separates Equal: Combining Graduation Requirements And Research And Writing Skills, Ann Walsh Long
Events at Dickinson Law
ABA Standard 303 requires that a law school offer a curriculum that requires each student to satisfactorily complete at least one professional responsibility course, one upper-level writing course, and one or more experiential course(s) totaling at least six credit hours. While the same class cannot count toward more than one of these requirements, Interpretation 303-1 allows one course to count as "either as an upper-class writing requirement or as a simulation course provided the course meets all of the requirements of both types of courses and the law school permits a student to use the course to satisfy only one …
The Traditional Legal Analysis, Research, And Writing Course: Does Subject Synthesis Serve Students Best?, Anna Hemingway, Sherri Keene
The Traditional Legal Analysis, Research, And Writing Course: Does Subject Synthesis Serve Students Best?, Anna Hemingway, Sherri Keene
Events at Dickinson Law
Most law schools’ first-year curriculums include a course on legal analysis, research, and writing. At many law schools, the synthesis of these subjects into one course is considered the best way to teach first-year law students basic lawyering skills. Recently, however, law schools have begun to separate the topics into stand-alone courses. This presentation will review the different models law schools are currently using and will explore additional opportunities to remix the individual topics with other first-year courses.
Incorporating Short Writing Exercises Into Traditional Exam Courses: How To Do It & How To Encourage Others To Do It Too!, Candace Centeno
Incorporating Short Writing Exercises Into Traditional Exam Courses: How To Do It & How To Encourage Others To Do It Too!, Candace Centeno
Events at Dickinson Law
This presentation will discuss how to incorporate short writing exercises into a traditional exam class & how to encourage others to do the same. The presentation will first briefly discuss a sample writing exercise used in an upper level elective that also has a final examination; in sum, the writing exercise builds upon the email analysis instruction provided in the 1L Legal Writing Program. This short exercise provides an opportunity for the professor to help students refine their writing and organization & to see if the students are understanding basic concepts. The presentation will then explore ways to encourage other …
Connect 4: Student + Research + Writing + Theory, Nicole R. Chong
Connect 4: Student + Research + Writing + Theory, Nicole R. Chong
Events at Dickinson Law
We often see first-year law students failing to make connections between research, writing, and theory. First-year students tend to view their classes in separate silos. As students advance into the upper-level curriculum, the failed connections are exacerbated. Students are unable to connect what they learned in the first year of law school to the classes they are now taking in their last two years of law school. Additionally, upper-level faculty who assume that the students are making connections when they are not further compound this connection problem. The connection failure can result in a number of problems. How do we …
From The First Day Forward: Integrating Legal Research Into Law School Doctrinal Courses, Clanitra S. Nejdl
From The First Day Forward: Integrating Legal Research Into Law School Doctrinal Courses, Clanitra S. Nejdl
Events at Dickinson Law
This presentation focuses on the benefits of partnering with doctrinal professors to integrate legal research into law school doctrinal classes. The presenter will discuss best practices for the integration process. She will also share ideas and tips for developing meaningful collaborations with doctrinal faculty members and explain how she worked with Civil Procedure professors to integrate research into their classes.
The Foundational Skills And Methods That Unify All First-Year Courses, Scott Rempell
The Foundational Skills And Methods That Unify All First-Year Courses, Scott Rempell
Events at Dickinson Law
Many perceive LRW courses as important for practice yet largely distinct from the core “doctrinal” courses that purport to teach students how to “think like a lawyer.” However, a remarkably consistent core of skills and methods of thought unify all first-year courses. If these core skills and methods are at the heart of all first-year courses, then the professors who should cover them in class have to acknowledge they exist and work together to teach them. In short, to break down barriers, LRW professors have to bring to the surface the framework underlying core law school learning objectives – a …