Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Law
Adaptive Clinical Teaching, Colleen F. Shanahan, Emily A. Benfer
Adaptive Clinical Teaching, Colleen F. Shanahan, Emily A. Benfer
Georgetown Law Faculty Publications and Other Works
Legal education has a clear mission–to develop competent and committed members of the legal profession–but this goal can be an elusive one to meet. This is because legal educators often develop their most effective approaches to teaching through trial and error and instinct. A microcosm of this struggle for effective legal teaching is clinical legal education’s distinct set of commitments, pedagogy and teaching methodologies. Building on the trials, errors, and instincts of clinical teachers, this article offers a more intentional approach for designing, teaching, and supervising in a clinic: “adaptive clinical teaching” (ACT). ACT is a structured method of guided …
Developing A Teacher Training Program For New Clinical Teachers, Wallace J. Mlyniec
Developing A Teacher Training Program For New Clinical Teachers, Wallace J. Mlyniec
Georgetown Law Faculty Publications and Other Works
Where to Begin? Training New Teachers in the Art of Clinical Pedagogy, an article published in the Spring, 2012, issue of the Clinical Law Review, gave a full description of Georgetown’s course in clinical pedagogy. That article set forth some of the critical questions new teachers must ask and answer by describing the goals, content, and execution of the course.
This article describes hows, whens, and whys of the program, focusing on how our faculty, over a period of many years, created and revised the curriculum for the Pedagogy course. It also describes the choices we made as we …
Where To Begin? Training New Teachers In The Art Of Clinical Pedagogy, Wallace J. Mlyniec
Where To Begin? Training New Teachers In The Art Of Clinical Pedagogy, Wallace J. Mlyniec
Georgetown Law Faculty Publications and Other Works
Legal educators and the legal academy have long made the mistaken assumption that new teachers have an intuitive grasp of teaching methodology based on their experiences as students, and that therefore they can begin and continue teaching throughout their careers without any understanding of teaching methodology. Clinical teachers in particular face unique pedagogical challenges relating to class goals, supervisory methods, feedback, and grading. These challenges are magnified by the existence of clients and by the need to engage with students regarding the ethics of legal practice and cultural difference.
This article attempts to set forth some of the critical questions …