Law Commons^™

The Why Of It: Langdell's Generation Speaks To Today's Law Sudents, David S. Dehorse

David S. DeHorse

I belive this portrayal of the Case System of Legal Study will be invaluable to every student entering law school, and most of those who have completed their 1L year. Frankly, most practicing lawyers would probably benefit by a reading. I've been told it's a "good read." Hope you'll agree.

A Dean's Perspective On Ed Baker, Michael A. Fitts

All Faculty Scholarship

No abstract provided.

Levinas, Law Schools And The Poor: They Stand Over Us, Marie A. Failinger

Marie A. Failinger

The philosopher Emmanuel Levinas has written about the ethics of the Face and our responsibility to the Other who is standing over us, demanding that we respond to his need and his welcome. This essay, which is written in Levinasan style, challenges the complacency of most American law schools in response to the plight of the poor. It proposes ways in which the law school curriculum, space and programs can be re-configured to bring the poor into community with legal educators and students.

A Time-Honored Model For The Profession And The Academy, Michael A. Fitts

All Faculty Scholarship

No abstract provided.

Learning By Doing: An Experience With Outcomes Assessment, Mary Crossley, Lu-In Wang

Articles

An emphasis on assessment and outcomes measures is a drum beat that is growing louder in American legal education. Prompted initially by the demands of regional university accreditation bodies, the attention paid to outcomes assessment is now growing with the forecast that the ABA will revise its accreditation standards to incorporate outcomes measures. For the past three years, the University of Pittsburgh School of Law has been developing a system for assessing the learning outcomes of its students. By describing our experience here at Pitt Law, with both its high and low points, we hope to suggest some helpful pointers …

It's All About The People: Creating A "Community Of Memory" In Civil Procedure Ii, Part One, Jennifer E. Spreng

Jennifer E Spreng

In Fall 2008, a nascent classroom community emerged among my Civil Procedure students, teaching assistants and I. That term’s adventure eventually became the vital “past” for the fully formed community that would knit students of future classes together as one.

The genesis of this early classroom community was my ideal of “the good lawyer” as the small-firm or small-jurisdiction practitioner I had known as a seven-year solo practitioner in a town of 50,000 people. That ideal was a combination of “the rhythms of the law” that run throughout the specialties; a more respectful and less stratified model of professionalism, and …