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Clinical Scholarship And The Justice Mission, Robert D. Dinerstein

Cleveland State Law Review

To many people, the relationship between clinical programs and the justice mission of American law schools is so clear as to be self-evident. These programs may pursue justice on behalf of individual clients or for groups of clients through class-action or other impact litigation. Moreover, clinical teachers frequently discuss with their students the need for the latter to serve justice in their legal careers, whether as the principal focus of their legal work or through pro bono publico activities. Indeed, for many law students, the law clinic may be the only place in which concerns about justice are discussed and, …

Teaching Appellate Advocacy In An Appellate Clinical Law Program, J Thomas Sullivan

Law Faculty Scholarship

No abstract provided.

The Distinction Between Lawyers As Advocates And As Activists; And The Role Of The Law School Dean In Facilitating The Justice Mission, James Douglas

Cleveland State Law Review

When David Barnhizer invited me to be involved in the Justice Mission conference I jumped at the opportunity; because justice is an issue that is extremely important to me, especially being a person of color in America. In presenting my ideas about the justice mission, I will be talking about two distinct concerns. One is the role of the law school dean in facilitating the justice mission in the law schools. The second is related but applies even more broadly since it draws upon the experiences of lawyers both in their roles as practitioners and as social activists. The point …

Building Bridges Between Theory And Practice, Scholarship And Activism, Elizabeth M. Schneider

Cleveland State Law Review

The recent events of the last few weeks, the Senate Judiciary Committee hearings concerning Anita Hill's allegations of sexual harassment against Clarence Thomas, and Clarence Thomas' confirmation to the Supreme Court, have shaken the nation and I'm sure all of us in this room. These events underscore the urgency and challenge of the justice mission of legal education. In these remarks, I will briefly explore a critical dimension of this mission, the building of bridges between theory and practice, scholarship and activism, in American legal education. Our presence here signifies our commitment to the idea that law schools have a …

Advocacy Strategies In Social Welfare Policy: Homelessness, Barbara Sard

Cleveland State Law Review

I currently direct the homelessness unit at Greater Boston Legal Services after having been a welfare lawyer for fifteen years. When I first started teaching at Harvard about six years ago, I taught a course on Welfare Law. There is a value in teaching homelessness law as a discrete topic rather than lumping it under the traditional topics of welfare law or housing law. Initially, when I started teaching at Harvard, my goal was to impress the students with the fact that a poverty law subject like Welfare Law was as complicated doctrinally as anything else that they might learn. …

Teaching Morality, Robert A. Solomon

Cleveland State Law Review

Students come to law school filled with passion, with morality, with a sense of justice, and we, the law school itself, spends three years doing our best to crush them under the weight of the rule of law instead of helping them to integrate their ideas and values with the law. To the extent students are looking at clinics, they are not only looking at them as a means of touching reality. They are looking at clinics as a furlough from prison. In this conference we are talking about our goal as being that of trying to teach justice. I …

Nurturing The Impulse For Justice, Lynne Henderson

Cleveland State Law Review

By dwelling on doctrine and appellate case analysis we too often lose sight of the underlying assumptions behind the law and the social consequences of the law. By doing so we fail to give students even a glimmer of understanding as to what they need to know to fight injustice effectively. We spend much classroom time rationalizing the real and evading difficult questions of social justice. We do almost nothing to help our students develop any sense of justice or injustice or ways of identifying how the law produces justice and injustice. Let me work through an example of how …

Lawyers In The Public Service And The Role Of Law Schools, Frank J. Macchiarola, Joseph Scanlon

Fordham Urban Law Journal

Law schools should recognize and maximize their opportunity to work in public service. Law schools have an obligation to recognize a causal link between legal education and value learned through the law school experience and the tremendous effect that this training can have on the community. This essay examines the history of the traditional law school curriculum and poses practical and philosophical suggestions for the improvement of existing course work towards the public good. Next, the essay examines the community beyond the walls of the school as a source of instruction and finally, argues that a more expansive definition of …

Law Schools Should Be About Justice Too, Henry Rose

Cleveland State Law Review

Millions of low and middle-income Americans face legal problems every day. Most cannot afford an attorney. What is remarkable about these legal problems is that they are ignored by legal educators. American law schools, the training ground for our lawyers, do not focus on the civil legal problems of low and middle income persons. American law students are taught to focus on the legal problems of persons or entities able to pay for legal services. Not only are the common legal problems of Americans not studied in our law schools, the maldistribution of legal services in the society is barely …

On Bringing The Justice Mission Conference Back Home, Marjorie A. Silver

Cleveland State Law Review

The Justice Mission Conference had a special resonance for me. The Conference was an affirmation of the values that have led me to Touro, as well as a springboard for changes in my own teaching. The Conference nurtured inclinations and aspirations to furthering social justice through our teaching, our scholarship, and the way we relate to our students, to each other and to the world at large. The papers in this symposium memorialize the Conference's richness of insight and experience. The purpose of this essay is to reflect on the immediate and potential ongoing impact the Conference had on me …

The Justice Mission Of The Law Schools, Linda Greene

Cleveland State Law Review

A Conference on the Justice Mission of the Law Schools is timely, and Martin Luther King, Jr.'s words about being “a drum major for justice” offer to us a vision of that mission. They demand that we reexamine the role of the law school to determine whether we have taken into account the question of justice while ordering our institutional priorities. The title of this conference implicitly asks whether we can continue to reproduce legal culture without evaluating the impact of that culture on both the powerful as well as the powerless. Legal educational institutions cannot right all historical wrongs …

Coping With A Turbulent Environment: Development Of Law Firm Training Programs, Edwin H. Greenebaum

Articles by Maurer Faculty

No abstract provided.

The Origin And Evolution Of The Attorney And Solicitor In The Legal Profession Of Nova Scotia, Barry Cahill

Dalhousie Law Journal

D.G. Bell has observed that the torrent "of historical writing on Canadian legal education has yet to be matched by intensive study of the legal profession itself." The aim of the present paper is to demonstrate that, for eighteenth- and early nineteenth-century Nova Scotia, the development of the legal profession was so closely linked to the evolution of the superior courts, especially the Court of Chancery, that the former cannot be studied in isolation from the latter. By the time Halifax was founded in 1749, the attorney at law and solicitor in equity had not only been statutorily entrenched as …

Improving Access To Legal Education For Native People In Canada: Dalhousie Law School's I.B.M. Program In Context, Hugh Macaulay

Dalhousie Law Journal

This paper is about access to legal education for Native peoples in Canada. It is important at the very outset of this undertaking to explain my interest in this issue and to describe the perspective from which I write. At the beginning of the 1989-90 academic year I returned to Halifax to discover that Dalhousie had implemented a program to increase access for Blacks and Micmacs to legal education. Motivated by my support for this initiative, I applied to be a tutor in the program and was fortunate enough to be selected.

The Faculty Of Law, University Of British Columbia 1981-90, Joost Blom

Dalhousie Law Journal

It may be uninspiring to begin a sketch of the UBC Law Faculty since 1981 by talking about money, but the Faculty's financial circumstances during this period are the key to much of what follows. For about five years from 1982, the provincial government's fiscal watchword was "restraint", which so far as the universities were concerned meant, in the early years, actually cutting operating grants and, later on, keeping a fairly tight lid on them. UBC's budget fell in absolute terms for three successive years, and continued to slip in real terms for another year or two. The Law Faculty …

1991-1992 Bulletin, Benjamin N. Cardozo School Of Law

Cardozo Law Bulletin

Contents:

Endowed Programs – p. 5

Clinical Programs – p. 7

Programs of Study – p. 10

Facilities – p. 10

Publications – p. 10

Career Development – p. 11

Awards – p. 12

Faculty – p. 15

Curriculum – p. 35

Course Descriptions – p. 35

Admission Information – p. 51

Student Finance – p. 54

Honor Roll – p. 57

About Cardozo / Yeshiva University – p. 64

Index – p. 70

Where to Secure Information – p. 76

Academic Calendar and Application Forms – addenda

A Defense Of Legal Education In The 1990s, Thomas D. Morgan

Washington and Lee Law Review

No abstract provided.

Doorkeepers: Legal Education In The Territories And Alberta, 1885-1928, Peter M. Sibenik

Dalhousie Law Journal

Legal education has been subjected to greater scrutiny in common law jurisdictions since the publication of Lawyers and the Courts in 1967.2 Most of the recent literature has addressed the issue of who received a legal education and became entitled to practise law. It has also examined how a conservative-minded profession regenerated itself, and whether it equipped new recruits with the proper tools to meet the challenges of a changing society.

Clinical Legal Education Through The Looking-Glass, M Kathryn Munn

Dalhousie Law Journal

This paper describes the implementation of a clinical legal education program at the University of Western Ontario. By coincidence, the paper was completed just as a major change in direction was unfolding in the program. The origin and purposes of clinical education I will leave to another occasion. Suffice it to say that my answer to the question, "does a law school need clinical education?", is a resounding "yes".

Law-Givers, Story-Tellers, And Dubin’S Legal Heroes: The Emerging Dichotomy In Legal Ethics (Video Review), Vincent R. Johnson

Faculty Articles

Two camps have begun to emerge from the rich ferment in legal ethics teaching and scholarship over the last twenty years. The first group, whose members might be termed “law-givers,” consists of those who view legal ethics as chiefly concerned with the identification, transmission, and enforcement of uniform standards governing the conduct of lawyers. The second group—considerably smaller, but increasingly well-defined—might be called the “story-tellers.” The story-tellers place a higher value on persons and context than on principles and procedures, and on the cultivation of a deeper, less mechanical sense of professionalism than detailed rules can provide.

Larry Dubin’s most …

The Role Of Legal Education In Shaping The Profession, Harry T. Edwards

Law Quadrangle (formerly Law Quad Notes)

The theme of the 1988 Annual Conference of the Association of American Law Schools - "The Law School's Opportunity to Shape the Legal Profession: Money, Morals & Social Obligation" - raises enormous issues. I suspect that many law professors might find it easy to dismiss this theme as a trite and overworked cliche, but I think that would be an unfortunate mistake. From my present vantage point in the profession, I fear that legal education is falling short in terms of any meaningful effort to "shape the legal profession." This may explain the choice of the theme for this year.

Educating Men And Women For Service Through Law: Osgoode Hall Law School 1963-1988, Mary Jane Mossman

Dalhousie Law Journal

My work... has assumed the shape of ... a spiral curriculum, circling around the same issues, though trying to keep them open-ended. This statement was penned by Northrop Frye in Spiritus Mundi in the context of reflections about creativity and literary criticism, but it aptly describes as well the intellectual ferment of writing about legal education in Canada during the past few decades. Indeed, Frye's suggestion that the above quotation "may be only a rationalization for not having budged an inch in eighteen years ' may similarly offer an important clue about the legal education debate in Canada and the …

Teaching Professional Responsibility In Law School, Alvin Esau

Dalhousie Law Journal

After eight years of teaching a three-credit course on The Legal Profession and Professional Responsibility to second- and third-year law students, I am left with a sense of great dissatisfaction with the whole enterprise. So deep is my dissatisfaction that I am questioning whether to continue or move into a different course instead. This paper is an opportunity to take stock of my experience and attempt to map out the causes of my dissatisfaction, and to seek some vision, if possible, of what the course should be about, how to teach it, and why I should bother. To give the …

The Dauer-Brown Letters: Towards A Comprehensive Legal Education, Edward A. Dauer, Louis M. Brown

Cleveland State Law Review

Edward A. Dauer is President of the National Center for Preventive Law at the University of Denver. Louis M. Brown developed and advocates preventive law jurisprudence. In this dialogue, drawn from an exchange of correspondence between them, Dauer and Brown focus their insights on how best to gear law school curricula to train lawyers to handle the complexities of a "real life" practice.

Coping With Change: The Lawyer's Role, Wilton S. Sogg

Cleveland State Law Review

The following articles are the result of an experimental course entitled "Current Problems of Small Business" offered at Cleveland-Marshall College of Law. Primarily for third-year students, the course was designed to provide a practical learning experience in seminar format. The course focused on business issues, but also taught lawyering skills such as interviewing, counseling, negotiating and drafting. Thus, the students were provided a pragmatic learning experience that can be applied to legal practice.

Les Sciences Jurisdiques À L'Université Du Québec À Montréal: Fifteen Years Later, Robert D. Bureau, Carol Jobin

Dalhousie Law Journal

The experiment of the Law Department as a new approach to legal education has been going on now for 15 years. It has directly involved more than 1,500 people as students, instructors (professors and sessional lecturers) and support staff (administrative and library personnel, etc.). This experiment has a unique identity, indeed a distinctive image, which has given rise to a certain amount of controversy in the Quebec legal milieu. Especially since the debates stemming from the publication of the Law and Learning Report, it seems that the experiment has also aroused a certain amount of curiosity in the Canadian legal …

Audiovisual Enhancement Of Classroom Teaching: A Primer For Law Professors, Vincent R. Johnson

Faculty Articles

It is increasingly hard to avoid the idea that audiovisual techniques are appropriate—if not essential—to the contemporary law school classroom. Audiovisual aids are already widely employed in the practice of law, continuing legal education, and in most fields of higher and professional education. Yet, what little empirical evidence exists suggests that modern media techniques have had little impact on the traditional law school classroom. Thus it is relevant to ask whether and how audiovisual media can effectively augment the teaching of standard substantive law courses.

Why We Teach Law Students To Mediate, Kathleen W. Marcel, Patrick Wiseman

Journal of Dispute Resolution

It has become fashionable, if it was not always, to find fault with the legal system and those who operate it. For people seeking alternatives to, or substitutes for, the traditional system of justice, mediation and other nonlitigation processes are appealing.' As a general proposition, we are neither advocates for nor opponents of mediation as a process for handling and resolving disputes. Our experiences in observing mediations and in mediating have led us to conclude that there are appropriate and inappropriate uses of mediation as there are appropriate and inappropriate uses of other processes including litigation. Indeed, one of our …

Res Gestae 1986 Volume 8 No. 1, Lynne Mariani Zimmerman, Gary Johnson, Robert L. Schmid

Law School Historical Documents

Res Gestae is published two times a year for alumni/ae and friends of the University of Utah College of Law. Business and editorial offices are located at the College of Law

Professional Education In Medicine And Law: Structural Differences, Common Failings, Possible Opportunities, Roger C. Cramton

Cleveland State Law Review

Medicine and law emerged in the early decades of the twentieth century as strong, highly organized professions with high status, increasing rewards, and growing autonomy. Professional claims of esoteric knowledge, collegial solidarity, and disinterestedness were accepted by members of the profession and the general public. Professional schools in both disciplines forged university connections and achieved dominant positions in the preparation of new professionals. Patterns of medical and legal education established during this formative period, extending roughly from 1890 to 1920, have been highly persistent. Despite these similarities, educators in the two professions have proceeded in isolation from one another. There …