Law Commons^™

Why I Teach (A Prescription For The Post-Tenure Blues), R. Michael Cassidy

R. Michael Cassidy

In this brief essay from a collection of articles designed to demonstrate the scope and breadth of issues in legal pedagogy, Professor Michael Cassidy explores an important psychological event for many in the legal academy - the post-tenure blues. He offers reasons to keep doing what we do - teach with joy, inspiration and a sense of purpose for the next generation. He encourages us to think of our own reasons for what keeps us going in an occupation that many of us think is one of the best in the world.

Cultivating Intelligence: Power, Law, And The Politics Of Teaching, Louise Harmon, Deborah Post

Deborah W. Post

No abstract provided.

Cultivating Intelligence: Power, Law, And The Politics Of Teaching, Louise Harmon, Deborah Post

Louise Harmon

No abstract provided.

Connect & Thrive: Perspectives Of A Newly Tenured Professor, Corey A. Ciocchetti

Corey A Ciocchetti

This essay encapsulates my perspective (newly-tenured and seven years into my career) on how average professors can become highly effective professors. The secret rests in the ability to genuinely connect with students. Connecting really matters - even if it takes some personality adaptation and thrusts academics out of their comfort zones. Many professors fail to connect with students in a meaningful way. My evidence for this assertion is simple and straightforward. In addition to teaching, I am blessed to travel the country and speak on college campuses.3 After extensive discussions on these trips, students consistently claim their professors are boring, …

Your Key To Success In Law School, Theodore Silver, Howard Sacks

Theodore Silver

No abstract provided.

Ethical Issues In Business And The Lawyer's Role, Robert J. Rhee, Carol Morgan, Tamar Frankel, Mark Fagan

Robert Rhee

No abstract provided.

Teaching Law With Online Role-Playing Simulations, Ira Nathenson

Ira Steven Nathenson

This document contains materials prepared for the summer 2011 conference of the Institute for Law Teaching and Learning held at New York Law School. The concise materials include: a listing of useful online tools; documentation for a miniature simulation; suggested components of an "associate" case file; methodology for formative and summative evaluation; and a sample scoresheet incorporating all ten MacCrate skills. A summary of the presentation is provided below: Live websites provide a dynamic “sandbox” for role-playing simulations that cast students as “lawyers” acting for fictional clients. Such simulations, initially crafted for a Cyberlaw class, can also be used in …

Teaching Jewish Law In American Law Schools: An Emerging Development In Law And Religion, Samuel J. Levine

Samuel J. Levine

In recent years, religion has gained an increasing prominence in both the legal profession and the academy. Through the emergence of the "religious lawyering movement," lawyers and legal scholars have demonstrated the potential relevance of religion to many aspects of lawyering. Likewise, legal scholars have incorporated religious thought into their work through books, law journals and classroom teaching relating to various areas of law and religion. In this Essay, Levine discusses one particular aspect of these efforts, namely, the place of Jewish law in the American law school curriculum. Specifically, he outlines briefly three possible models for a course in …

Teaching Interdisciplinarily: Law And Literature As Cultural Critique, Deborah Waire Post

Deborah W. Post

No abstract provided.

Ethical Issues In Business And The Lawyer's Role, Robert J. Rhee, Carol Morgan, Tamar Frankel, Mark Fagan

Faculty Scholarship

No abstract provided.

Law In The Time Of Cholera: Teaching Disaster Law As A Research Course, Neal R. Axton

Faculty Scholarship

Disaster law is fun to teach but it has a serious purpose. Emergencies will inevitably arise but how society responds to them will determine whether or not they become full-blown disasters. Training law students to adapt to dynamic situations will give them the skills they need in a world facing global warming, resource depletion, and a burgeoning population. By creating a more robust legal system, we can create a more resilient society.

Originally published in the May 2011 issue of AALL Spectrum.

Teaching Gender As A Core Value In The Firstyear Contracts Class, Kerri Lynn Stone

Faculty Publications

No abstract provided.

Using Individual And Group Multiple-Choice Quizzes To Deepen Students' Learning, Sophie M. Sparrow

Law Faculty Scholarship

For years, I was highly skeptical about using multiple-choice questions to assess law students' learning.' Clients, after all, do not ask lawyers to solve multiple-choice problems. I have realized, however, that multiple-choice quizzes can be a highly effective technique to include in any doctrinal class. Well-designed multiple-choice quizzes can help students in any size class learn foundational doctrine, provide feedback to teachers and students, develop students' interpersonal skills, and prepare students for the bar exam. Having used multiple-choice quizzes in first year and upper-level courses for several years, I now value multiple-choice quizzes as an effective first step in preparing …

Ethical Issues In Business And The Lawyer's Role, Carol Morgan, Robert Rhee, Tamar Frankel, Mark Fagan

Scholarly Works

This is a transcript of a panel discussion on teaching Business Ethics.

Ethical Issues In Business And The Lawyer's Role, Robert J. Rhee, Carol Morgan, Tamar Frankel, Mark Fagan

UF Law Faculty Publications

The remarks by Professor Rhee "The Stand Alone Course Approach to Teaching Business Ethics," Professor Morgan "Teaching Business Ethics in Transactional Skills Courses: An Integrated Approach," and Professors Tamar Frankel and Mark Fagan "Teaching Business Ethics: A Collaborative Approach" were made at the conference on "Transactional Education: What's Next?" held at Emory University School of Law, June 4, 2010.

They Do Teach That In Law School: Incorporating Best Practices Into Land Use Law, Patricia E. Salkin

Scholarly Works

This article, prepared as a follow-up to Salkin & Nolon, Practically Grounded: Convergence of Land Use Pedagogy and Best Practice, 60 J.Legal Education 519 (2011), describes how practice-based assignments can supplement the traditional casebook method of instruction to meet goals and measure outcome assessments for students in the course. The article is based on my own course goals and explains how each assignment relates to individual outcome assessments.

Practically Grounded: Convergence Of Land Use Law Pedagogy And Best Practices, Patricia E. Salkin, John R. Nolan

Scholarly Works

The changing dynamics in the field of land use and sustainable community development law demand that land use law professors rethink the way in which we prepare law students to practice law in this area. This needed paradigm shift converges with the growing momentum of the best practices movement which urges law schools to dramatically revise the curricular approach to legal education, arguing that traditional models are no longer effectively serving the goal of producing competent and fully prepared new lawyers. A perfect storm is present and a unique opportunity exists through the application of many “best practices” concepts for …

Teaching Values And Lawyering Skills, John Capowski

John J. Capowski

No abstract provided.

Let's Focus On Forms For Teaching, Jalae Ulicki

Jalae Ulicki

Why I Teach, Suzanne Darrow Kleinhaus

Suzanne Darrow Kleinhaus

No abstract provided.

Why I Teach, Amanda Smith

Amanda Smith

No abstract provided.

Using "Forensic Irac" To Teach Students To Write, Suzanne Darrow Kleinhaus

Suzanne Darrow Kleinhaus

No abstract provided.