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Clinical And Experiential Learning In Canadian Law Schools: Current Perspectives, Gemma Smyth, Samantha Hale, Neil Gold 2018 Faculty of Law, University of Windsor

Clinical And Experiential Learning In Canadian Law Schools: Current Perspectives, Gemma Smyth, Samantha Hale, Neil Gold

Law Publications

What are some of the challenges and possibilities animating modern Canadian clinical and experiential learning in law? This question was the starting point for our research, which examined two sets of data. In the first part of this project, we analyzed available information on existing clinical and experiential learning programs in Canadian law schools. This data revealed a growing quantity and variety of programs across the country. We then held qualitative interviews with deans, professors, and clinicians across Canada regarding their views of clinical and experiential learning. While the interviews suggested that many of the same financial and curricular challenges ...


Lessons For Academic Leaders From Modern Restructuring Practice, Robert K. Rasmussen 2018 University of Southern California

Lessons For Academic Leaders From Modern Restructuring Practice, Robert K. Rasmussen

University of Southern California Legal Studies Working Paper Series

Financial distress has hit higher education. More and more universities and colleges are facing existential challenges as the competition for a dwindling number of students has put a strain on revenues. Unlike leaders in other industries, the presidents and chancellors of a financially distressed institutions of higher education cannot explore the possibility of a Chapter 11 filing under the Bankruptcy Code to restructure their obligations so that they align better with their revenues. Federal law prohibits Title IV loans – the lifeblood of virtually every university and college – from being made to students who attend a school that is in an ...


De-Grading Assessment: Rejecting Rubrics In Favor Of Authentic Analysis, Deborah L. Borman 2018 Seattle University School of Law

De-Grading Assessment: Rejecting Rubrics In Favor Of Authentic Analysis, Deborah L. Borman

Seattle University Law Review

Assigning grades is the least joyful duty of the law professor. In the current climate of legal education, law professors struggle with issues such as increased class size, providing “practice-ready” graduates, streamlining assignments, and accountability in assessment. In an effort to ease the burden of grading written legal analyses, individual professors or law school writing programs or both may develop articulated rubrics to assess students’ written work. Rubrics are classification tools that allow us to articulate our judgment of a written work. Rubrics may be as extensive as twenty categories and subcategories or may be limited to only a few ...


Self-Directedness And Professional Formation: Connecting Two Critical Concepts In Legal Education, Larry O. Natt Gantt II, Benjamin V. Madison III 2018 University of St. Thomas, Minnesota

Self-Directedness And Professional Formation: Connecting Two Critical Concepts In Legal Education, Larry O. Natt Gantt Ii, Benjamin V. Madison Iii

University of St. Thomas Law Journal

No abstract provided.


Bringing Purposefulness To The American Law School's Support Of Professional Identity Formation, Louis D. Bilionis 2018 University of St. Thomas, Minnesota

Bringing Purposefulness To The American Law School's Support Of Professional Identity Formation, Louis D. Bilionis

University of St. Thomas Law Journal

No abstract provided.


Is There Sufficient Human Resource Capacity To Support Robust Professional Identity Formation Learning Outcomes?, Jerome M. Organ 2018 University of St. Thomas School of Law

Is There Sufficient Human Resource Capacity To Support Robust Professional Identity Formation Learning Outcomes?, Jerome M. Organ

University of St. Thomas Law Journal

No abstract provided.


Picturing Professionals: The Emergence Of A Lawyer's Identity, Barbara Glesner Fines 2018 University of St. Thomas, Minnesota

Picturing Professionals: The Emergence Of A Lawyer's Identity, Barbara Glesner Fines

University of St. Thomas Law Journal

No abstract provided.


Practical Lessons Learned While Building A Required Course For Professional Identity Formation, Danny DeWalt 2018 University of St. Thomas, Minnesota

Practical Lessons Learned While Building A Required Course For Professional Identity Formation, Danny Dewalt

University of St. Thomas Law Journal

No abstract provided.


Fostering Wholehearted Lawyers: Practical Guidance For Supporting Law Students' Professional Identity Formation, Susan L. Brooks 2018 University of St. Thomas, Minnesota

Fostering Wholehearted Lawyers: Practical Guidance For Supporting Law Students' Professional Identity Formation, Susan L. Brooks

University of St. Thomas Law Journal

No abstract provided.


The Elusive "High Road" For Lawyers: Teaching Professional Responsibility In A Shifting Context, Bryant G. Garth 2018 University of St. Thomas, Minnesota

The Elusive "High Road" For Lawyers: Teaching Professional Responsibility In A Shifting Context, Bryant G. Garth

University of St. Thomas Law Journal

No abstract provided.


The Next Steps Of A Formation-Of-Student-Professional Identity Social Movement: Building Bridges Among The Three Key Stakeholders - Faculty And Staff, Students, And Legal Employers And Clients, Neil Hamilton 2018 University of St Thomas School of Law

The Next Steps Of A Formation-Of-Student-Professional Identity Social Movement: Building Bridges Among The Three Key Stakeholders - Faculty And Staff, Students, And Legal Employers And Clients, Neil Hamilton

University of St. Thomas Law Journal

No abstract provided.


Celebrating Classical Rhetoric & Building Contemporary Law, Brian Larson 2018 Texas A&M University School of Law

Celebrating Classical Rhetoric & Building Contemporary Law, Brian Larson

Brian Larson

Classical rhetoric and the western legal tradition were born together in the Greek city-states of the 5th century BCE. Yet little is said about Isocrates, Aristotle, Cicero, and Quintilian (for example) in contemporary law schools, and lawyers know little about the classical rhetorical foundations of their practice. Beginning in 2017, a group of two dozen scholars (mostly teachers of communication and legal theory in law schools) began a distance reading-group to examine the intersections between classical rhetorical theory and contemporary legal theory, practice, and education. This special-format session will present some of the group’s findings in the form of ...


A Bibliography Of Faculty Scholarship, Law Library 2018 The Catholic University of America, Columbus School of Law

A Bibliography Of Faculty Scholarship, Law Library

Scholarly Articles and Other Contributions

The purpose of this bibliography is to record in one place the substantial body of scholarship produced by the current faculty at the Catholic University, Columbus School of Law. From its humble beginnings under the tutelage of founding Dean William Callyhan Robinson, through its adolescent period when, like so many other American law schools, it was trying to define its pedagogical niche, to its eventual merger with the Columbus University Law School in 1954, the law school at Catholic University has always retained a scholarly and remarkably productive faculty. The sheer quantity of writing, the breadth of research and the ...


Volume 1, Issue 2, 2018 James Madison University

Volume 1, Issue 2

International Journal on Responsibility

Contents:

1 – 5 Howard Zehr, Restorative Justice and the Gandhian Tradition.

6 – 34 Richard E. Rubenstein, Responsibility for Peacemaking in the Context of Structural Violence.

35 – 90 Marc Pufong, Terror, Insecurity, State Responsibility and Challenges: Yesterday and Today?

91 – 108 Ron Kraybill, Responsibility, Community and Conflict Resolution in an Age of Polarization.

109 – 136 John Fairfield, Beyond non-violence to courtship.

139 Call for papers for forthcoming issues of the International Journal on Responsibility and instructions for authors.


Using The Master’S Tool To Dismantle His House: Derrick Bell, Herbert Wechsler, And Critical Legal Process, William Rhee 2018 West Virginia University College of Law

Using The Master’S Tool To Dismantle His House: Derrick Bell, Herbert Wechsler, And Critical Legal Process, William Rhee

Concordia Law Review

This Article retells the life stories of Derrick Bell, a founder of Critical Race Theory, and Herbert Wechsler, a founder of the Legal Process School, to suggest a synthesis of their often conflicting paradigms—Critical Legal Process. Critical Legal Process’s fundamental question is whether the Master’s tool, the so-called rule of law, can be considered—in the words of Wechsler’s most famous article—a genuine “neutral principle.” Can the Master’s favorite tool be repurposed to dismantle the very house it built? Can the same rule of law that was abused to build the racist Jim Crow ...


Better Briefs, Lydia Fearing 2018 St. Mary's University School of Law

Better Briefs, Lydia Fearing

St. Mary's Journal on Legal Malpractice & Ethics

Abstract forthcoming


The Myth Of The Teaching-Research Nexus, Alex McKenzie, Lynden Griggs, Rick Snell, Gary D. Meyers 2018 Barrister and Solicitor, McClean, McKenzie and Topfer, Tasmania

The Myth Of The Teaching-Research Nexus, Alex Mckenzie, Lynden Griggs, Rick Snell, Gary D. Meyers

Legal Education Review

Much has been written about the teaching-research nexus. The view presented in this article is that this nexus is a myth, particularly in research led universities and, from our personal experience, research-led law schools. The metrics of research performance expectations, combined with other aspirations such as quality teaching and community service, prevent any meaningful opportunity for a research-led law school to connect students to the ongoing and current research of their mentors. This absence is exacerbated by the continuing division, or at least separation, between the coalface of teaching, and the senior management elite of the University, and the removal ...


Innovation And Tradition: A Survey Of Intellectual Property And Technology Legal Clinics, Cynthia L. Dahl, Victoria F. Phillips 2018 University of Pennsylvania Law School

Innovation And Tradition: A Survey Of Intellectual Property And Technology Legal Clinics, Cynthia L. Dahl, Victoria F. Phillips

Faculty Scholarship

For artists, nonprofits, community organizations and small-business clients of limited means, securing intellectual property rights and getting counseling involving patent, copyright and trademark law are critical to their success and growth. These clients need expert IP and technology legal assistance, but very often cannot afford services in the legal marketplace. In addition, legal services and state bar pro bono programs have generally been ill-equipped to assist in these more specialized areas. An expanding community of IP and Technology clinics has emerged across the country to meet these needs. But while law review articles have described and examined other sectors of ...


David Franklyn, Renowned Intellectual Property And Technology Law Professor, Joins Golden Gate University, Golden Gate University School of Law 2018 Golden Gate University School of Law

David Franklyn, Renowned Intellectual Property And Technology Law Professor, Joins Golden Gate University, Golden Gate University School Of Law

Press Releases

Golden Gate University (GGU) welcomes David Franklyn, a prominent law professor recognized nationally as a preeminent expert on intellectual property (IP) and technology law. Director of the McCarthy Institute for IP and Technology Law at the University of San Francisco since 2000, Franklyn also consults with global technology companies serving as an expert witness in trademark and IP cases.


Litigating Trauma As Disability In American Schools, Taylor N. Mullaney 2018 Northwestern Pritzker School of Law

Litigating Trauma As Disability In American Schools, Taylor N. Mullaney

Northwestern Journal of Law & Social Policy

No abstract provided.


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