Law Commons^™

Trauma-Informed (As A Matter Of) Course, Natalie Netzel

Faculty Scholarship

Law students are impacted by trauma and law professors are in a position to help by adopting a trauma-informed approach as a matter of universal precaution. The 2021 Survey of Law Student Well-Being (“SLSWB”) revealed that over twenty percent of responding law students meet criteria that indicate they should be evaluated for post-traumatic stress disorder (“PTSD”). The study also revealed that almost fifty percent of responding students reported an important motivation for attending law school was experiencing a trauma or injustice. Put differently, law schools are full of law students who have experienced trauma, many of whom are actively struggling …

Crossing The Cultural Chasm And The Power Of Listening: How We Wrote A New Tenure Code, David Larson, Linda Hanson

Faculty Scholarship

Revising the Tenure Code of an institution of higher learning may be among the most challenging of the processes it undertakes, especially when there is a commitment to shared governance by its Board of Trustees and Faculty. At Mitchell Hamline School of Law, we recently experienced this process - both difficult and ultimately satisfying - following the combination of two law schools. In 2016, Mitchell Hamline School of Law became an independent institution formed through the combination of independent William Mitchell College of Law and Hamline School of Law, a school of Hamline University, both based in St. Paul, Minnesota. …

The Other Bar Hurdle: An Examination Of The Character And Fitness Requirement For Bar Admission, David L. Hudson Jr., Andrea Gemignani

Mitchell Hamline Law Review

No abstract provided.

Trailblazing And Living A Purposeful Life In The Law: A Dakota Woman's Reflections As A Law Professor, Angelique Eaglewoman

Faculty Scholarship

This Essay is a reflection from my perspective as a Dakota woman law professor on my fifth law school faculty. In the illuminating work of Meera Deo, light is shone on the experience of women of color legal academics. Unequal Profession: Race and Gender in Legal Academia is a book that should be required reading at every law school. As women of color are faculty members in every law school in the United States, the research, analysis, and recommendations tailored to the experience of women of color law faculty should be a priority topic in those same law schools. As …

From Langdell To Lab: The Opportunities And Challenges Of Experiential Learning In The First Semester, Steven K. Homer

Mitchell Hamline Law Review

No abstract provided.

Square Pegs And Round Holes: Differentiated Instruction And The Law Classroom, Karen J. Sneddon

Mitchell Hamline Law Review

No abstract provided.

Some Reflections Of A Métis Law Student And Assistant Professor On Indigenous Legal Education In Canada, Scott Franks

Mitchell Hamline Law Review

No abstract provided.

Storytelling And Truth-Telling: Personal Reflections On The Native American Experience In Law Schools, Angelique Eaglewoman, Dominic J. Terry, Lani Petrulo, Dr. Gavin Clarkson, Angela Levasseur, Leah R. Sixkiller, Jack Rice

Mitchell Hamline Law Review

No abstract provided.

How To Be Biased In The Classroom: Kwayeskastasowin - Setting Things Right?, Jaime M.N. Lavallee

Mitchell Hamline Law Review

No abstract provided.

Radical Imagination: Fostering Community In Legal Education, Adrienne Baker

Student Scholarship

Study after study alerts us to concerns about law student wellbeing. Statistics are staggering, and law students are more likely to become anxious, depressed, and turn to substance abuse. Self-care is framed as an antidote, but the individual responsibility is still placed on the student. Rather, the issue is better resolved upstream.

Law schools must transgress and transform; they must reimagine their function. This article reflects on law school pedagogy and simple ways to build community in the classroom as well as school-wide administrative suggestions to promote law student wellbeing.

Mitchell Hamline School Of Law Summer 2020 Covid-19 Legal Response Clinic, Natalie Netzel, Ana Pottratz Acosta, Joanna Woolman, Kate Kruse, Jon Geffen

Faculty Scholarship

This essay is a reflection on lawyering in a time of crisis. It details the Mitchell Hamline School of Law Clinical Faculty’s response to the community needs resulting from the COVID-19 pandemic by creating the COVID-19 Legal Response Clinic. It also recounts the impact of the murder of George Floyd and the long overdue national reckoning with systemic racism, sparked in our city. Additionally, against this backdrop, it examines the trauma-informed approach taken in clinical work and the classroom to help students process their own trauma and apply this approach in their work with clients.

Amid these concurrent crises in …

Moving Ahead: Finding Opportunities For Transactional Training In Remote Legal Education, Jen Randolph Reise

Mitchell Hamline Law Review

No abstract provided.

This Is Minnesota: An Analysis Of Disparities In Black Student Enrollment At The University Of Minnesota Law School And The Effects Of Systemic Barriers To Black Representation In The Law, Maleah Riley-Brown, Samia Osman, Justice C. Shannon, Yemaya Hanna, Brandie Burress, Tony Sanchez, Joshua Cottle

Mitchell Hamline Law Review

No abstract provided.

Entrenched Racial Hierarchy: Educational Inequality From The Cradle To The Lsat, Kevin Woodson

Mitchell Hamline Law Review

No abstract provided.

Teaching And Learning Law And Business: An Open Resource Tool, John O. Sonsteng, Willow Najjar Anderson, Michael Carlson, John Edell, Alexander Koch, Samuel Mccollough, Hannah Mohs

Faculty Scholarship

This dissertation examines the impacts of business law education through a multi-layered review of surveys, data, and literature. The authors examine what law schools across the country offer, explore research conducted in partnership with the Minnesota and American Bar Associations, and provide a systemic review of the relevant literature. The data shows attorneys resoundingly do not believe law school coursework prepared them adequately for the business of law.

Despite the practical changes that have been made to law school education since the 1960s to the present, there is still a disconnect between what law schools say they will provide and …

“The Worst Idea Ever”: Lessons From One Law School’S Embrace Of Online Learning, Eric S. Janus

Faculty Scholarship

This essay explores one law school's contrarian and pioneering embrace of online education into the core of its J.D. program, a five-year journey undertaken by William Mitchell College of Law (now Mitchell Hamline School ofLaw). This essay makes a simple point. Online pedagogy ought to be part of the palette of tools available for the design of J.D. programs. But placing it at the core of a J.D. program is not universally to be desired. Like any pedagogy, these online tools have their strengths and their weaknesses. The particular combination of tools and methods represents a question of design: of …

The Seven Principles For Good Practice In [Asynchronous Online] Legal Education, Kenneth R. Swift

Mitchell Hamline Law Review

No abstract provided.

Teaching The Art Of Effective Advocacy In The 21st Century: A Paradigm Shift, John O. Sonsteng, Samuel Heacox, Hannah Holloran, Cara Moulton

Mitchell Hamline Law Review

No abstract provided.

An Invitation To Explore Online Legal Education And Strategically Realign Legal Education, Alison Becker, Carrie Lloyd

Mitchell Hamline Law Review

No abstract provided.

Patent Jobs And The Myth Of The Employment Hypothesis, Kenneth L. Port, Lucas Hjelle, Molly Litman

Cybaris®

No abstract provided.

Uncovering And Deconstructing The Binary: Teaching (And Learning) Critical Reflection In Clinic And Beyond, Carolyn Grose

Faculty Scholarship

For me as a clinical teacher, the stalemate that so often emerges in our ongoing national conversations about things like abortion and gun control has provided new ways to think about the value of clinical teaching methodologies. The contours and contexts of the debates around abortion and gun control shift from year to year - when I started writing this, Sandy Hook and "legitimate rape" were fresh on everyone's minds. Today, we mourn Michael Brown and the massacre in Charleston, and we rail against Hobby Lobby. Despite the shifting characters, however, these debates remain a constant presence in our national …

Work Drive Matters: An Assessment Of The Relationship Between Law Students' Work-Related Preferences And Academic Performance, Jeffrey J. Minneti

Mitchell Hamline Law Review

No abstract provided.

A Missing Link For Producing Practice-Ready Law Graduates And For Narrowing The Expectations-Reality Gap: 1l Judicial Internships, Inti Martinez-Aleman

Student Scholarship

Mitchell Hamline School of Law (MHSL) is in a privileged position to help redefine legal education in the United States. Its two predecessor schools, William Mitchell College of Law and Hamline University School of Law, were regarded as practice-focused and devoted to public service. As it goes through its first year since the law schools combined, MHSL’s new Dean and President, Mark C. Gordon, is positioned to carve out a bright future for the school’s next 100 years. If the model MHSL implements proves to be groundbreaking—as the Langdellian model was for American legal education starting in Harvard Law School …

Here's To The Next 40 Years, Marcy S. Wallace

Mitchell Hamline Law Review

No abstract provided.

Mitchell Hamline: Two Histories, A Common Future, Mark Gordon

Mitchell Hamline Law Review

No abstract provided.

Merging Two Excellent Schools To Create A Great Law School, John R. Tunheim

Mitchell Hamline Law Review

No abstract provided.

Foreword, Lorie Skjerven Gildea

Mitchell Hamline Law Review

No abstract provided.

Foreword, Fayneese Miller

Mitchell Hamline Law Review

No abstract provided.

The Death Of Academic Support: Creating A Truly Experiential, Integrated, And Assessment-Driven Academic Success And Bar Preparation Program (Part I Of Ii), Laura Dannebohm, Adam Lamparello

Mitchell Hamline Law Review

No abstract provided.

A Contemporary Model For Using Teaching Assistants In Legal Writing Programs, Patricia Grande Montana

Mitchell Hamline Law Review

No abstract provided.