Law Commons^™

Tough Love: The Law School That Required Its Students To Learn Good Grammar, Ann Nowak

Touro Law Review

No abstract provided.

How Metacognitive Deficiencies Of Law Students Lead To Biased Ratings Of Law Professors, Catherine J. Wasson, Barbara J. Tyler

Touro Law Review

No abstract provided.

Using An Alumni Survey To Assess Whether Skills Teaching Aligns With Alumni Practice, Sheila F. Miller Ms.

Sheila F. Miller Ms.

This article addresses the implications of the results of a survey of alumni in which they identify the research and writing skills they use in practice. Comparisons are drawn to other similar survey results. The author draws conclusions regarding techniques to be used in teaching research and writing skills based on the survey results. This article should be helpful to those who are interested in pursuing data on their own alumni, a practice encouraged by the article. Moreover, the article should be helpful for those teaching research and writing because there are implications from the findings that may inform how …

Do Law Schools Mistreat Women Faculty? Or, Who’S Afraid Of Virginia Woolf?, Dan Subotnik

Dan Subotnik

No abstract provided.

Give Outlines Another Chance, Melissa N. Henke

Law Faculty Popular Media

Much has been written on the benefits of outlining for legal writing specifically and for other professional writing more generally. This commentary provides some of the more common benefits of outlining a legal document.

Using Visuals To Enhance Student Learning, Karin Mika

Law Faculty Articles and Essays

Professor Karen Mika describes how visuals can enhance student learning.

Equipping Our Lawyers: Mitchell's Outcomes-Based Approach To Legal Education, Gregory M. Duhl

Faculty Scholarship

It is timely that the William Mitchell Law Review has decided to dedicate an issue to outcomes in legal education. As a long-time innovator in pedagogy, professional skills education, and experiential learning, William Mitchell has once again emerged as a leader in its outcomes-based approach to course and curricular design. Amid the current climate of uncertainty in legal education and the legal profession, and as a relative newcomer to Mitchell’s history, I believe in Mitchell’s future – tied to the past, but innovative and distinct. In this essay, I share our vision for increasing emphasis on outcomes, expanding experiential learning …

The Public Speaks: An Empirical Study Of Legal Communication, Christopher R. Trudeau

Faculty Scholarship

No abstract provided.

Developing Professional Identity Through Reflective Practice, Suzanne Darrow Kleinhaus

Touro Law Review

No abstract provided.

Introduction: The Will To Survive, Rachel H. Smith

Faculty Publications

No abstract provided.

The New Legal Writing: The Importance Of Teaching Law Students How To Use E-Mail Professionally, Kendra Huard Fershee

Maryland Law Review Online

No abstract provided.

Beyond Chalk And Talk: The Law Classroom Of The Future, Timothy W. Floyd, Karen J. Sneddon, Oren R. Griffin

Articles

Law schools are rethinking the traditional Langdellian classroom as they construct the law classroom of the future. Although the reform of legal education has long been heralded, law schools are now on the cusp of actual change. Carnegie’s Educating Lawyers and the Clinical Legal Education Association’s Best Practices for Legal Education are promoting a rethinking of the law classroom. Also encouraging the examination of legal education are changes in the incoming student population, such as the influx of students from the Millennial Generation; technological innovations; and shifting realities and economics of law practice, such as the increased focus on efficiency …

Custom, Codification, And The Verdict Of History, Jean Galbraith

University of Pennsylvania Law Review Online

In a terrific new article, Professor Timothy Meyer challenges this exalted view of codification, which numerous scholars since Oppenheim have echoed. Meyer argues in Codifying Custom that codification is a self‐interested project undertaken by rational and perhaps even cunning states seeking to write the rules in their own favor. He does not dismiss the possibility that codification projects clarify or progressively develop international law, but he views this possibility, which he terms the Clarification Thesis, as overstated. He argues that another common motive for codification is what he calls the Capture Thesis: “states often use codification to capture customary international …

Toward A Unified Grading Vocabulary: Using Grading Rubrics To Set Student Expectations And Promote Consistency In Legal Writing Courses, Jessica L. Clark, Christy Hallam Desanctis

GW Law Faculty Publications & Other Works

Faced with the American Bar Association's proposed changes to law school accreditation standards, especially related to student assessment and outcome measurement, law schools are responding by developing and incorporating assessment standards. Likely related to these proposed changes, there has been an undeniable recent trend in law school assessment scholarship, which is one way to measure law schools' reactions to the call for change. This article contributes to that trend by offering an introduction to a methodology of assessing legal writing - through the use of detailed grading guidelines called rubrics. Our experience over the past several years of using rubrics …

Computer-Supported Peer Review In A Law School Context, Kevin D. Ashley, Ilya Goldin

Articles

Legal instructors have been urged to incorporate peer reviewing into law school courses as a way to provide students much needed feedback. Peer review can benefit legal education, but only if law school instructors adopt peer review on a large scale, and for that, computer-supported peer review systems are crucial. These web-based systems orchestrate the mechanics of students submitting written assignments on-line and distributing them to other students for anonymous review, making it considerably easier for instructors to manage.

Beyond the problem of orchestrating mechanics, however, a deeper obstacle to widespread acceptance of peer review in legal education is the …

Reduce, Reuse, And Recycle: How Using “Recycled” Simulations In An Lrw Course Benefits Students, Lrw Professors, And The Relevant Global Community, Rita F. Barnett

Rita Barnett-Rose

Unlike theory-based first year doctrinal courses, an LRW course typically teaches law students how to think, analyze, research, and write like lawyers through the use of real-world “simulations.” Drafting these simulations is one of most challenging and time-consuming aspects of an LRW professor’s job. Yet, despite the effort involved in both creating and teaching new simulations, controversy continues within the legal academy about whether reusing simulations is appropriate – or is simply an invitation for students to cheat. This article is the first to address head-on the ongoing debate over “recycling” LRW simulations, and describes not only how concerns over …

Driving Pedestrian Traffic To Law Journals, Michael N. Widener

Michael N. Widener

Today’s technology permits students, academics in non-law fields and lay persons to be exposed to the political views, theories and philosophies of legal scholars. Law journals and their supporting institutions should provide background and context to this scholarly output by summarizing the published works and linking them, using devices like QR codes, to readily understood, simply-expressed background materials. This effort will make the published scholarship accessible – at an education-appropriate level – to the inquiring reader.