Legal Education Commons^™

From The Clinic To The Classroom: Or What I Would Have Learned If I Had Been Paying More Attention To My Students And Their Clients, Peter B. Knapp

Faculty Scholarship

This past year, two experiences related to clinical teaching—one a moment of personal epiphany and the other, a conversation with a colleague—have caused the author to spend more time thinking about what he should be learning in the clinic and applying in the classroom.

Active Learning Benefits All Learning Styles: 10 Easy Ways To Improve Your Teaching, Barbara Tyler

Law Faculty Articles and Essays

Two things made me a better teacher: my blind student and my deaf student. I realized when forced to confront my deficiencies several years ago that I did not speak enough for the blind student's auditory needs, nor did I provide enough images for the deaf student's visual learning needs. I corrected those deficiencies. Yet, I was still dissatisfied with the extent of my students' retained knowledge when I assessed their learning through class questions, exercises, quizzes, and tests.Then I learned that I was a kinesthetic learner. I began to read about learning styles and found that my own impatience …

I Didn't Take The Road Less Traveled, And What A Long, Strange Trip It's Been, Brian A. Glassman

Law Faculty Articles and Essays

The author describes his career path and the ways he has sought to combine his interests in law and art. The article concludes with ten survival tips to help others on their career journeys.

Beyond Training: Law Librarianship's Quest For The Pedagogy Of Legal Research Education, Paul D. Callister

Faculty Works

The paper (I) outlines the nature and extent of the dissatisfaction with legal research instruction and demonstrates that the problem predates computer-assisted legal research, (II) presents the history of the debate (focusing on a heated exchange between advocates of a "process-oriented" approach and proponents of the traditional, "bibliographic" methods), and (III) presents the requisite elements of a satisfactory pedagogical model, discussing various issues surrounding each of these elements.

In part III, the paper proposes that a complete pedagogical model requires (A) an identifiable and fully understood objective in teaching legal research (which objective must distinguish between the kinds of research …

Evidence And The One Liner: A Beginning Evidence Professor’S Exploration Of The Use Of Humor In The Law School Classroom, John J. Capowski

John J. Capowski

No abstract provided.