Law Commons^™

Introduction, A Conversation With Supreme Court Justice Elena Kagan, Sharon Beckman

Sharon Beckman

No abstract provided.

Building A More Critical Lens Into The Five Habits Of Cross-Cultural Lawyering, Kiran Sidhu

Kiran Sidhu

No abstract provided.

Law Schools And Learning Outcomes: Developing A Coherent, Cohesive, And Comprehensive Law School Curriculum, Anthony S. Niedwiecki

Anthony S. Niedwiecki

No abstract provided.

Legal Education In The Americas: The Anchor For Hemispheric Justice, Jon L. Mills

Jon L. Mills

No abstract provided.

Vii. Legal Education In The Americas, A. An Introduction (Proceedings Of The Third Annual Legal & Policy Issues In The Americas Conference), Jon L. Mills

Jon L. Mills

Proceedings of the Third Annual Legal & Policy Issues in the Americas Conference (2002)

Educating To Meet The Demands Of Florida Business And Law Schools - A. Introduction, Jon L. Mills

Jon L. Mills

Proceedings of the Second Annual & Legal and Policy Issues in the Americas, 2001

I. Opening Remarks (Proceedings Of The Third Annual Legal & Policy Issues In The Americas Conference), Jon L. Mills

Jon L. Mills

Proceedings of the Third Annual Legal & Policy Issues in the Americas Conference (2002)

Teaching In A Developing Country: Mistakes Made And Lessons Learned In Uganda, Stuart R. Cohn

Stuart R. Cohn

When, out of the blue, I was asked to direct a 3-week workshop in Uganda relating to that country’s recently created capital market infrastructure, I asked to review the laws and regulations that had been adopted to date. Upon examination, these laws and regulations were so well developed and sophisticated that I wondered whether there was anything I could provide to people who obviously already knew what they were doing. Imagine my great surprise when some pre-workshop phone calls to Uganda produced the information that the laws and regulations had essentially been copied from other countries and that very few …

A Tale Of Three “Professions”: Search Engine Optimization, Lawyering & Law Teaching, Ray Campbell

Ray W Campbell

The question has been posed: is legal practice today a profession? This leads, naturally enough, to another question: should society treat it as one? Using the concept of ‘profession’ in different ways, some argue that one thing modern legal practice needs is a good dose of 'professionalism;' others argue that, whatever once might have been true, treating law practice as a ‘profession’ is a rum game best abandoned.

These questions matter. Law enjoys special regulatory privileges and market protections that make little sense if law has become just another form of business – a specialized form of consulting, perhaps. At …

The First Year: Integrating Transactional Skills, Lynnise E. Pantin

Lynnise E. Pantin

No abstract provided.

Meeting The Experiential Challenge: A Fee-Generating Law Clinic (With Harold J. Krent), Gary S. Laser

Gary S. Laser

No abstract provided.

Cali Lesson - Ohio Citation, Rebecca Mattson, Carolyn Broering-Jacobs

Rebecca A. Mattson

This lesson teaches Ohio citation as governed by the Supreme Court of Ohio's recently published guide, Writing Manual: A Guide to Citations, Style and Judicial Opinion Writing (the "Writing Manual"). This lesson covers only the material contained in part I of the Writing Manual, which the lesson will refer to as the Citation Manual.

Mandatory Prelicensure Legal Internship: A Renewed Plea For Its Implementation In Light Of The Maccrate Report, Stephen R. Alton

Stephen Alton

Since its publication in 1992, virtually everyone who has any opinion about American legal education has been talking about the Mac- Crate Report. Relatively few among this multitude seem actually to have read the report itself. The purpose of this essay is to present an overview of this thoughtful document, along with some thoughts of my own regarding its implications for the future of legal education, particularly its implications for a mandatory prelicensure legal internship.

Webex From An Instructor's Perspective, Jennifer Mart-Rice, Terri Iacobucci, Jaesook Gilbert

Jennifer Mart-Rice

No abstract provided.

Law Schools And Technology: Where We Are And Where We Are Heading, Michele R. Pistone

Michele R. Pistone

1. For many years, the question of how to use technology to teach the law has been a minor concern of the legal academy. That era of general indifference to developments in learning technologies is now coming to an end. There are many reasons for the change. Law schools are facing such a host of difficulties— declining enrollments, declining job prospects for graduates, reduced public funding, and understandable concerns about cost and debt—that sometimes it seems the only debate is over whether the situation is best described as a “tsunami” or “a perfect storm.” Against this backdrop, technology offers the …

Interactive Group Learning In The Legal Writing Classroom: An International Primer On Student Collaboration And Cooperation In Large Classrooms, Roberta Thyfault, Kathryn Fehrman

Kathryn Fehrman

Research has long shown that students who work in small groups learn and retain more than students who are taught by other techniques. This crucial bit of information has led many scholars and educators to explore a variety of models for supporting and involving students in group learning. Part II of this article will provide an overview of the scholarship of collaborative and cooperative learning and the associated definitions and techniques. Part III discusses the application of collaborative and cooperative learning techniques in the law school classroom and special considerations and suggestions for international and large law school classrooms. Finally, …

How Not To Be Jaded When The World Is Going To The Bad Place In A Hand Basket, Kathryn Fehrman

Kathryn Fehrman

Five proactive steps for lawyers to take to prevent callous and jaded attitudes.

Making Lawyers Out Of Law Students: Shifting The Locus Of Authority, Kathryn Fehrman, Tim Casey

Kathryn Fehrman

This article proceeds in three parts. Recent critiques of legal education have centered on two main themes: the cost of legal education and the need for curricular reform (to teach law students to be lawyers rather than legal theorists). In the first and second sections of this article, we address the call for curricular reform and describe the innovative curricular design of the STEPPS Program at California Western School of Law as an answer to that call. The STEPPS Program, a required second-year course in ethics and skills, provides a unique forum for teaching the knowledge, skills, and values necessary …

Why The Bar Examination Fails To Raise The Bar, Carol Goforth

Carol Goforth

Ferguson, The Rebellious Law Professor, And The Neoliberal University, Harold A. Mcdougall Iii

Harold A. McDougall III

Neoliberalism, a business-oriented ideology promoting corporatism, profit-seeking, and elite management, has found its way into the modern American university. As neoliberal ideology envelops university campuses, the idea of law professors as learned academicians and advisors to students as citizens in training, has given way to the concept of professors as brokers of marketable skills with students as consumers. In a legal setting, this concept pushes law students to view their education not as a means to contribute to society and the professional field, but rather as a means to make money. These developments are especially problematic for minority students and …

An Institutional Commitment To Minorities And Diversity: The Evolution Of A Law School Academic Support Program, Jackie Slotkin

Jacquelyn H. Slotkin

Given the severe underrepresentation of minorities in the legal profession, law schools have begun to realize their obligation to provide minorities with access to a quality legal education. This Article profiles the ongoing efforts of one private, free-standing law school to fulfill its commitment to diversity in education.

Teaching The Newly Essential Knowledge, Skills, And Values In A Changing World, Section E: Intercultural Effectiveness, Rhonda Magee, Mary Lynch, Robin Boyle, Antoinette Lopez

Rhonda V Magee

Chapter from the forthcoming book "Building on Best Practices: Transforming Legal Education in a Changing World" (2015). addresses the need of legal education to prepare cross-culturally competent lawyers. Outlines techniques and educational outcomes to develop law students' intercultural awareness.

Perspectives On International Students' Interest In U.S. Legal Education: Shifting Incentives And Influence, Carole Silver

Carole Silver

This article seeks to situate the shift to international students in U.S. law school SJD programs within the larger context of globalization and higher education, and was published as a comment on Gail Hupper’s article on “Educational Ambivalence: The Rise of a Foreign-Student Doctorate in Law.” Broadening the framework of analysis allows consideration of the competing factions and opportunities that explain the developing international market for legal education. In addition, this wider lens also offers insight into the incentives shaping new investments in legal (and higher) education, including Yale Law School’s new PhD in law.

On The Battlefield Of Merit: Harvard Law School, The First Century, Daniel Coquillette, Bruce Kimball

Daniel R. Coquillette

What Firms Want: Investigating Globalization's Influence On The Market For Lawyers In Korea, Carole Silver, Jae-Hyup Lee, Jeeyoon Park

Carole Silver

This article addresses one of the central debates regarding globalization: how best to approach liberalizing markets in order to balance the interests of local and non-local actors and institutions. It takes the legal services market as its focus and draws on the South Korean experience as a case study. Korea recently liberalized its regulatory approach to legal services by changing both its method of producing lawyers (including initiating a graduate level law school system and drastically increasing the proportion of bar exam passers) and allowing foreign competition to directly enter its market through foreign law firms and foreign-licensed lawyers working …

Spirals And Schemas: How Integrated Law School Courses Create Higher-Order Thinkers And Problem Solvers, Jennifer Spreng

Jennifer E Spreng

As legal educators continue to shift focus to preparing students for practice, they should put integrated first-year courses and curricula into the top tier of potential reform vehicles. Integration refers to the extent to which a course or curriculum blurs disciplinary boundaries as well as boundaries between doctrine and authentic learning activities. Integrated courses promote active, deep learning that facilitate orderly knowledge construction and reveal more connections between vital legal concepts. The authenticity of integrated courses improves students’ retention and transfer of knowledge. Such accessible, interconnected knowledge in such a vital learning environment is like intellectual rocket fuel to law …

Suppose The Class Began The Day The Case Walked In The Door . . ., Jennifer Spreng

Jennifer E Spreng

Problem-solving is the manifestation of a lawyer’s expertise. Unfortunately, the first year of law school is too highly compartmentalized and often semi-rote-learning experience that does not disturb what are many students’ passive undergraduate school learning strategies. Once taught the same way in law school, students are unlikely to develop the more intellectually sophisticated, relational learning strategies to make the cross-topical and cross-disciplinary connections of which problem-solving expertise is made.

This article argues that horizontally and vertically integrated first-year courses with spiral designs that prioritize honing students’ analytical and problem-solving capacities can break this cycle and prepare students with more self-directed …

The Changing Practice Of Law And Law Schools: Why Would Anyone Go To Law School Today?, Barry Vickrey

Barry Vickrey

No abstract provided.

Lawyer, Form Thyself: Professional Identity Formation Strategies In Legal Education, Professional Responsibility, And Experiential Courses, Susan S. Daicoff

Susan Daicoff

Professional identity formation as a learning objective in law school may appear to be nontraditional and perhaps even innovative. While perhaps not a new concept, it is not typically an explicit goal of legal education. Empirical data finds that law school has demonstrable effects upon law students’ professional development; it also finds that certain nontraditional skills and competencies (or “soft skills”) make lawyers most effective. This article argues for explicit planning for and inclusion of professional identity development, including training in these nontraditional skills, in legal education. Professional identity encompasses one’s values, preferences, passions, intrinsic satisfactions, emotional intelligence, as well …

Keynote Address: Remarks At The Workshop On Tapping Into The World Of Electronic Legal Knowledge , Muna Ndulo

Muna B Ndulo

Professor Muna Ndulo of Cornell Law School presented the keynote address at the 2007 Starr Workshop, “Tapping into the World of Electronic Legal Knowledge.” The workshop took place at Cornell Law School October 7-10, 2007 and was co-sponsored by the Starr Foundation, New York University Law Library, and Cornell Law Library. Professor Ndulo addresses the topic of new information technologies and their importance to legal research and teaching.