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Lessons From Teaching Students To Negotiate Like A Lawyer, John Lande

John Lande

The legal education system is in a major crisis now, in part because law schools do not prepare students adequately to practice law. Law schools should do a better job of teaching negotiation, in particular, because it is a significant part of the work of virtually every practicing lawyer. This includes lawyers who handle civil and criminal matters and lawyers who do litigation as well as those who do transactional work. Negotiation is especially important because most litigated cases are settled and virtually all unstandardized transactions are negotiated. Most law school negotiation courses rely primarily or exclusively on simulations in …

Good Practice Guide (Bachelor Of Laws): Law In Broader Contexts, Alex Steel

Alex Steel

This Good Practice Guide was commissioned by the Law Associate Deans Network to support the implementation of Threshold Learning Outcome 1: Knowledge. The Threshold Learning Outcomes (TLOs) for the Bachelor of Laws were developed in 2010 as part of the Learning and Teaching Academic Standards (LTAS) Project, led by Professors Sally Kift and Mark Israel. TLO 1 states: Graduates of the Bachelor of Laws will demonstrate an understanding of a coherent body of knowledge that includes: (a) the fundamental areas of legal knowledge, the Australian legal system, and underlying principles and concepts, including international and comparative contexts, (b) the broader …

Student, Esquire?: The Practice Of Law In The Collaborative Classroom, Nantiya Ruan

Nantiya Ruan

Law faculty and non-profit lawyers are working together in a variety of partnerships to offer students exposure to “real life” clients in the first year of law school, as well as in advanced courses in substantive areas. Teachers engaged in client-centered advocacy through experiential frameworks have broken out of their isolated silos in the law school (e.g., legal writing, clinical, externship, and doctrinal) and begun to work together. To help students develop a sense of professional identity, cultivate professional values, and tap into key intrinsic motivations for lawyering, such as serving the public good, collaborative classrooms have an important role …

The Law School Critique In Historical Perspective, A. Benjamin Spencer

A. Benjamin Spencer

Contemporary critiques of legal education abound. This arises from what can be described as a perfect storm: the confluence of softness in the legal employment market, the skyrocketing costs of law school, and the unwillingness of clients and law firms to continue subsidizing the further training of lawyers who failed to learn how to practice in law school. As legal jobs become more scarce and salaries stagnate, the value proposition of law school rightly is being questioned from all directions. Although numerous valid criticisms have been put forth, some seem to be untethered from a full appreciation for how the …

Terms Of Engagement: What Does All That Contract Legalese Really Mean And How Can We Better Teach It To Our Students?, Robert Aalberts, I. Scott Bogatz, Darren Prum

Darren A. Prum

Teaching the law of contracts has always been one of the most fundamental tasks that legal studies/business law professors carry out. Truly, no legally successful business transaction can be realized without a commanding knowledge of contract law. Still, most of our time in the classroom focuses on teaching the elements of a contract accompanied by illustrative appellate level cases rather than explaining and discussing what the important terms and clauses in a typical contract really mean. Knowing the important terms that appear in most contracts and how they relate to contract law can add a significant and essential dimension to …

Training Tomorrow's Lawyers: What Empirical Research Can Tell Us About The Effect Of Law School Pedagogy On Law Student Learning Styles, Eric A. Degroff

Eric A DeGroff

ABSTRACT

Training Tomorrow’s Lawyers: What Empirical Research Can Tell Us About the Effect of Law School Pedagogy on Law Student Learning Styles

Though the legal academy is a relative newcomer to the field, questions concerning law school pedagogy and law student learning styles have gained increasing traction among legal scholars in recent years. This article reports on the results of empirical research concerning the effects of the law school experience and of disparate pedagogical approaches on law student learning styles.

In what appears to be the first research of its kind in a law school context, the article reports the …

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 Like Lawyers: What Empirical Research Can Tell Us About The Effect Of Law School Pedagogy On Law Student Learning Styles, Eric A. Degroff

Eric A DeGroff

Though the legal academy is a relative newcomer to the field, questions concerning law school pedagogy and law student learning styles have gained increasing traction among legal scholars in recent years. This article reports the results of empirical research concerning the effects of the law school experience and of disparate pedagogical approaches on law student learning styles.

In what appears to be the first research of its kind in a law school context, the article reports the results of a longitudinal assessment of law student learning styles, and documents a statistically significant shift in learning styles among first-year students over …

Injecting Law Student Drama Into The Classroom: Transforming An E-Discovery Class (Or Any Law School Class) With A Complex, Student-Generated Simulation, Paula Schaefer

Paula Schaefer

Gem Finch, Boone Radley, and Pickle Harris are just three of the characters who play a dramatic – and key – role in my e-discovery focused pre-trial litigation class. I did not originally invite them into the class for the drama. I was interested in their email. In 2009, I was planning a pre-trial litigation class that would include e-discovery issues. But I could not find a pre-packaged case that included ESI – the electronically stored information that is the mainstay of e-discovery practice. The case materials included in most pre-trial litigation books involved car accidents and simple contract disputes. …

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 …

Creating The Optimisitc Classroom: What Law Schools Can Learn From Explanatory Style Effects, Corie Rosen

Corie Rosen

If it is true that we are what we think, then in the law school environment, where depression is rampant, positive psychology may plan an especially important role. This article is primarily concerned with the implications that the attribution style studies and decision-making studies may have for student motivation in the law learning environment. Specifically, this paper will address optimism, the attribution style language associated with the presence of optimism in the brain, the methods for importing that language into the law school classroom, and the possible effects of such teaching.

Time To Blossom: An Inquiry Into Bloom’S Taxonomy As A Means To Ordered Legal Research Skills, Paul D. Callister

Paul D. Callister

Within law librarianship and legal education, there has been far too little scholarly engagement on the underlying pedagogy at the heart of legal research instruction. To correct this deficiency, law librarianship needs to open a dialogue and should consider adapting Bloom’s Taxonomy as a common schema for a collaborative effort. This paper was initially presented at the "Conference on Legal Information: Scholarship and Teaching," held at the University of Colorado Law School on June 21-22, 2009, as part of its Boulder Summer Conference Series. It follows the author's own recently published challenge to law librarianship and legal research instructors to …

Embedded Librarians: Teaching Legal Research As A Lawyering Skill, Vicenç Feliú, Helen Frazer

Vicenç Feliú

This article addresses a proposed pedagogy for teaching the lawyering skill of advanced legal research in practice environment, such as a clinic, consonant with the recommendations of the 2007 Carnegie Report, Educating Lawyers, and the 1992 ABA Taskforce on Law Schools and the Profession, Legal Education and Professional Development (the MacCrate Report). It examines how the relatively new trend of embedding librarians in practice settings, offering assistance at the point of need, could be effective in law schools. It proposes a model for teaching advanced legal research by embedding law librarians in law school clinics based on the experiment conducted …

The Oregon Method: An Alternative Model For Teaching Transactional Law, Robert C. Illig

Robert C Illig

No abstract provided.

Teaching 'Whren' To White Kids, M. Katherine B. Darmer

M. Katherine B. Darmer

This paper was inspired by my experiences as a white criminal procedure professor teaching mostly-white classes and arises at the intersection of WHREN v. UNITED STATES and GRUTTER v. BOLLINGER. The article starts from the premise that criminal procedure remains highly racialized, with blacks experiencing the criminal justice system in significantly different ways than do whites. The article suggests that the lack of minority voices in the classroom poses a significant barrier to effectively teaching criminal procedure and critiques current approaches to criminal procedure pedagogy.

Thinking Like A Research Expert: Schemata For Teaching Complex Problem-Solving Skills, Paul D. Callister

Paul D. Callister

The difference between expert and novice problem-solvers is that experts have organized their thinking into schemata or mental constructs to both see and solve problems. This article demonstrates why schemata are important, arguing that schemata need to be made explicit in the classroom. It illustrates the use of schemata to understand and categorize complex research problems, map the terrain of legal research resources, match appropriate resources to types of problems, and work through the legal research process. The article concludes by calling upon librarians and research instructors to produce additional schemata and develop a common hierarchical taxonomy of skills, a …

Legal Storytelling: The Theory And The Practice - Reflective Writing Across The Curriculum, Nancy Levit

Nancy Levit

This article concentrates on the theory of narrative or storytelling and addresses the reasons it is vital to encourage in law schools in non-clinical or primarily doctrinal courses. Section I traces the advent of storytelling in legal theory and practice: while lawyers have long recognized that part of their job is to tell their clients' stories, the legal academy was, for many years, resistant to narrative methodologies. Section II examines the current applications of Writing Across the Curriculum in law schools. Most exploratory writing tasks in law school come in clinical courses, although a few adventurous professors are adding reflective …

Student Body Diversity: A View From The Trenches, Gail S. Stephenson

Gail S. Stephenson

Although educators have stressed the value of classroom diversity for 150 years, American law schools are becoming less diverse. Total minority enrollment in ABA-approved law schools was down for the academic year 2005-2006, and the number of African Americans enrolled has reached its lowest point since 1990-1991. The ABA revised Standard 211 (renumbered 212) to require law schools to “demonstrate by concrete action” their commitment to diversity. This revision has been quite controversial, drawing opposition from those who do not believe that diversity is important.

The author, who teaches at a historically black law school with a fairly even mix …

Beyond Training: Law Librarianship’S Quest For The Pedagogy Of Legal Research Instruction, Paul D. Callister

Paul D. Callister

The paper (I) outlines the nature and extent of the dissatisfaction with legal research instruction and demonstrates that the problem predates computer-assisted legal research, (II) presents the history of the debate (focusing on a heated exchange between advocates of a “process-oriented” approach and proponents of the traditional, “bibliographic” methods), and (III) presents the requisite elements of a satisfactory pedagogical model, discussing various issues surrounding each of these elements.

In part III, the paper proposes that a complete pedagogical model requires (A) an identifiable and fully understood objective in teaching legal research (which objective must distinguish between the kinds of research …

Smoke And Mirrors Or Science? Teaching Law With Computers - A Reply To Cass Sunstein On Artificial Intelligence And Legal Science, Eric A. Engle

Eric A. Engle

The article explores the possibilities and limits of AI for teaching and modeling law.

Professorial Activism, Ali Khan

Ali Khan

Teaching law as science is morally confusing, if not dangerous. Supporting human laws on "scientific grounds" remains a popular, self-serving means to stunt a vigorous moral dialogue; it is a convenient route to escape an otherwise difficult moral terrain.