Law Commons^™

Product Concept To Complete Business Plan In Three Months In An Ug Course For Business + Engineering Students, Paul Swamidass, Nels Madsen, P.K. Raju, Jackie Dipofi

Paul Swamidass

sophomores/juniors work in multi-disciplinary teams to conceive and select a technology-intensive product, develop a project schedule, conduct market research and survey, complete product engineering/design, make manufacturing/sourcing decisions, estimate demand for five years, develop production/sourcing capacity, estimate investment needed and 5-yr cash flow as part of a business plan in 3 months; the business plan presentation is judged by a panel. The course is called Introduction to Business and Engineering but it is a holistic Technology Ventures course that prepares engineering and business students to partner together in bringing a technology-intensive product to the market. This course can be easily adopted …

The Moral Of The Story: The Power Of Narrative To Inspire And Sustain Scholarship, Amy Vorenberg

Amy Vorenberg

Abstract The Moral of the Story: The Power of Narrative to Inspire and Sustain Scholarship Professor Amy Vorenberg This essay describes the power of story as a tool to inspire scholarship. We think of stories as a means to bring life to legal cases in a way that grounds them and makes them visceral and comprehensible. We use storytelling to teach our students – showing how the emotive power of a story can persuade. However, stories can also serve a different function. In my search for a way to inspire my own writing, I discovered that a good story could …

Teaching Negotiation To A Globally Diverse Audience: Ethics, Morality And Cultural Differences, David Allen Larson, Vanessa Seyman

David Allen Larson

"Teaching Negotiation to a Globally Diverse Audience: Ethics, Morality, and Cultural Differences" (by David Allen Larson and Vanessa Seyman) This is a short article discussing the challenges of teaching negotiation, and also the challenge of actually negotiating, in a globally diverse environment. Issues of ethics, morality and culture can surface quite quickly when teaching and negotiating in a multicultural environment. The article builds upon our recent experiences as participants in the Second Generation Global Negotiation conference held Istanbul, Turkey. The article provides examples of how cultural and language differences can impact both actual negotiations and negotiation teaching and provides suggestions …

Raising The Bar: Standards-Based Training, Supervision, And Evaluation, Adele Bernhard

Missouri Law Review

In this short Article, I sketch the methodology my colleagues and I at Pace Law School use to incorporate practice standards into our clinical teaching and reflect on how a standards-based teaching paradigm could be adapted to the training, supervision, and evaluation of public defenders. Then, I briefly consider how standards and standards-based teaching assist in the administration of assigned counsel plans and in the evaluation of the performance of public defender organizations. Although this Article does not cover any of these topics in depth, my goal is to introduce the reader to a standards-based approach to teaching and suggest …

Development Of An Outcomes-Based Undergraduate Curriculum In Homeland Security, James D. Ramsay, Daniel A. Cutrer, Robert Raffel

Security Studies & International Affairs - Daytona Beach

As a professional discipline, homeland security is complex, dynamic, and interdisciplinary and not given to facile definition. As an academic discipline, homeland security is relatively new and growing, and its workforce aging. As such, there is an acknowledged need to develop academic homeland security programs to try and meet anticipated workforce needs. However, the lack of an accreditation system or a set of available published outcomes (or standards) have complicated efforts towards homeland security program development. At present, determining which courses to teach and which outcomes in each course to pursue must be left to anecdotal conversations, reviews of the …

Development Of An Outcomes-Based Undergraduate Curriculum In Homeland Security, James D. Ramsay, Daniel Cutrer, Robert Raffel

Applied Aviation Sciences - Daytona Beach

As a professional discipline, homeland security is complex, dynamic, and interdisciplinary and not given to facile definition. As an academic discipline, homeland security is relatively new and growing, and its workforce aging. As such, there is an acknowledged need to develop academic homeland security programs to try and meet anticipated workforce needs. However, the lack of an accreditation system or a set of available published outcomes (or standards) have complicated efforts towards homeland security program development. At present, determining which courses to teach and which outcomes in each course to pursue must be left to anecdotal conversations, reviews of the …

Acknowledging Our Roots: Setting The Stage For The Legal Writing Institute, Karin M. Mika

Law Faculty Articles and Essays

This article discusses the history and development of legal writing courses and the Legal Writing Institute.

Teaching Professional Ethics To Lawyers And Mediators Using Active Learning Techniques, Paula M. Young

Paula Marie Young Prof.

Deepening The Discourse Using The Legal Mind’S Eye: Lessons From Neuroscience And Psychology That Optimize Law School Learning, Hillary Burgess

Hillary Burgess

Research demonstrates that incorporating visual aids and exercises into learning environments improves learning with higher-order cognitive skills such as “thinking like a lawyer.” This article argues that because law school learning focuses on the highest order cognitive skills, professors optimize the learning environment by including visual aids and visual exercises.

This article begins by defining what higher order cognitive skills are by mapping common law school learning tasks onto a leading taxonomy of learning objectives. This article argues that the legal curriculum engages all six levels of learning by traditionally teaching the lowest four levels of learning and by traditionally …

A Tribute To Mary Lawrence, Ruth C. Vance

Law Faculty Publications

No abstract provided.

Practice Writing: Do Writing Programs Really Teach Practical Skills?, Amy Vorenberg

Amy Vorenberg

Abstract Practice Writing: Responding to the Needs of the Bench and Bar in First Year Teaching. This article is the result of several surveys of law schools, lawyers and judges as well as interviews with judges, all aimed at examining whether first year writing programs are preparing students adequately for the real world of practice. Our conclusion is that students are not prepared for the expectations of writing in practice and that first year writing programs should be re-designed to better serve students. While legal writing programs have improved, our research demonstrates that programs should consider reviewing and changing the …

The Other Side Of The Story: Using Graphic Organizers As Cognitive Learning Tools To Teach Students To Construct Effective Counter-Analysis (Forthcoming 2010), Lisa T. Mcelroy, Christine N. Coughlin

Christine Nero Coughlin

In law school, it is critical for students to look at issues from both sides, whether in responding to a law school exam hypothetical or in writing predictive memorandum assignments. In teaching students to engage in thoughtful legal analysis, therefore, professors should provide strategies to help students address counter-analysis as a critical component of the analysis. Developing a method for effectively teaching counter-analysis is important because good lawyering requires complex analysis that recognizes the subtleties of the situation being analyzed.

This article begins by defining counter-analysis generally and using social science and educational psychology theory to explain why the process …

It Was The Best Of Practice, It Was The Worst Of Practice: Moving Successfully From The Courtroom To The Classroom, Sherri Lee Keene

Faculty Scholarship

This article discusses some of the challenges that experienced attorneys encounter when they move from practice to academia and recommends ways for new professors to bring professional knowledge successfully into classroom teaching.

Teaching The Tensions, Angela P. Harris

Saint Louis University Law Journal

No abstract provided.

Teaching Employment Discrimination, Angela Onwuachi-Willig

Saint Louis University Law Journal

No abstract provided.

Teaching Civil Rights With An Eye On Practice: The Problem Of Maintaining Morale, Harold S. Lewis Jr.

Saint Louis University Law Journal

No abstract provided.

Teaching Diversity Skills In Law School, Vernellia R. Randall

Saint Louis University Law Journal

No abstract provided.

Teaching Civil Rights Through The Basic Tax Course, Dorothy A. Brown

Saint Louis University Law Journal

No abstract provided.

Teaching Immigration Law And Immigrant Rights From Your Own Caseload, Bill Ong Hing

Saint Louis University Law Journal

No abstract provided.

Teaching Indian Law, Lindsay G. Robertson

Saint Louis University Law Journal

No abstract provided.

A Tale Of One Cali Lesson: Librarians Share A New Approach, Ronald E. Wheeler

Faculty Scholarship

Here at Georgia State University College of Law, teaching librarians initially adopted classroom technology more in response to student demand than based on any established practices in instructional technology pedagogy. In an effort to remain relevant to our students, we arbitrarily adopted every technology that was available—online course management systems, electronic reserves, discussion lists, digital cameras, presentation software, classroom polling systems, interactive whiteboards, and on and on. We chose to err on the side of technology saturation, incorporating each technology into our courses without asking what pedagogical value the tool offered or what was being accomplished by using it.

A Service Learning Project: Disability, Access And Health Care, Elizabeth Pendo

All Faculty Scholarship

Last summer, I was thinking about a public service project for my disability discrimination law course. I teach the course in fall, and try to incorporate a project each year. At the same time, I was working on a project looking at barriers to health care for people with disabilities. Some of the barriers are well known, such as lower average incomes, disproportionate poverty, and issues with insurance coverage, to name just a few. I was looking at barriers of a different type, however: those posed by physically inaccessible facilities and equipment. This was a new area for me. Like …

Using Law And Education To Make Human Rights Real In Women’S Real Lives, Nancy Chi Cantalupo

Georgetown Law Faculty Publications and Other Works

Three courses involving gender, human rights and global laws that the author teaches to two different groups (women’s/gender studies and international affairs undergraduates; and law students) demonstrate methods of making international human rights law and principles real to women’s real lives, as both an educational and activist project. By focusing on the linkages between “thinking globally” and “acting locally” in the area of gender and human rights, these courses suggest some ways of to educate and encourage students to actualize human rights laws and principles in their own communities and lives. The topics, methods and materials used in these courses …

The Nature And Effects Of Constitutional State Objectives: Assessing The German Basic Law's Animal Protection Clause, Claudia E. Haupt

Animal Law Review

In 2002, an animal protection clause was added to Article 20a of the German Constitution. Designed as a state objective, the nature of the animal protection clause decidedly influences its application. As a state objective, it is directed at all three branches of government, and each branch must ensure within its sphere of competence the realization of the stated goal. The Federal Constitutional Court has yet to address the precise scope of the provision.

This Article examines the likely future effects of the animal protection clause. With respect to the legislative branch, this Article addresses the question of whether the …

The Other Side Of The Story: Using Graphic Organizers As Cognitive Learning Tools To Teach Students To Construct Effective Counter-Analysis (Forthcoming 2010), Lisa A. Tucker, Christine N. Coughlin

Lisa A. Tucker

Teaching The Tensions, Angela P. Harris

Angela P Harris

No abstract provided.