Legal Education Commons^™

Evidence Teaching Wisdom: A Survey, Calvin William Sharpe

Seattle University Law Review

This Survey secures data on the methods American law school faculty use to teach the law of evidence. The Survey provides insight into the teaching of evidence and facilitates discourse among evidence faculty on how we teach the course, for the benefit of new or occasional instructors as well as veterans. Specifically, the Survey focuses on the question of which classroom instruction approach predominates among evidence professors.

Center Faculty/Staff News, Katherine Atkinson

Human Rights Brief

No abstract provided.

Center Faculty/Staff News, Human Rights Brief

Human Rights Brief

No abstract provided.

Dedication, 37 J. Marshall L. Rev. V (2003), Celeste M. Hammond

UIC Law Review

No abstract provided.

In The Supreme Court Of The United States Barbara Grutter, Petitioner, V. Lee Bollinger, Et Al., Respondents. On Writ Of Certiorari To The United States Court Of Appeals For The Sixth Circuit, Jerome S. Hirsch, Joseph N. Sacca, Scott D. Musoff, Mark Lebovitch, Linda M. Wayner

Michigan Journal of Gender & Law

Brief of the University of Michigan Asian Pacific American Law Students Association, the University of Michigan Black Law Students' Alliance, the University of Michigan Latino Law Students Association, and the University of Michigan Native American Law Students Association as Amici Curiae in Support of Respondents

Keiken, Tayōsei, Soshite Hō [Experience, Diversity, And The Law], Daniel H. Foote

Chapters in Books

This essay was published in 2003, in Japanese, as my contribution to a tribute volume honoring Nozaki Ayako, a Ph.D. candidate at The University of Tokyo who passed away suddenly earlier that year. In an article she published in 1999, Nozaki had offered a thoughtful, perceptive critique of an article I had published four years before, dealing with the resolution of traffic accident disputes in Japan. Her article led me to reflect on the reasons for the difference in our views; and that in turn led to this essay. As indicated in the title, two key themes of this essay …

Law School Leviathan: Explaining Administrative Growth, Ronald A. Cass, John H. Garvey

Scholarly Articles

The administrative apparatus of American law schools - indeed, the entire infrastructure of American law schools - seems to be expanding without end. Soon, one would think, administrators must outnumber all other participants in the educational process. Or so it has been said.

Is this a fair characterization of the facts of legal education? If so, what explains this trend? Does it describe a problem or an inevitable, even desirable, state of affairs? We endeavor to answer these questions, looking at the evidence at our disposal and the kinds of speculation that deans can do on short notice.

A Woman's Climb Up The Law School Ladder, Autumn Mesa

Cardozo Journal of Equal Rights & Social Justice

The article examines the challenges women face in law school, arguing that the hierarchical and male-dominated structure of legal education creates significant barriers for female students. It contends that women are disproportionately affected by the competitive and often hostile environment, which can lead to feelings of alienation, lower self-esteem, and a struggle to maintain their unique perspectives. The author advocates for systemic change in legal academia to create a more inclusive environment that values diversity and supports female success.

Socratic Ignorance: Once More Into The Cave, James R. Beattie Jr.

West Virginia Law Review

No abstract provided.

It's Hard To Be A Human Being And A Lawyer: Young Attorneys And The Confrontation With Ethical Ambiguity In Legal Practice, Robert Granfield, Thomas Koenig Northeastern University

West Virginia Law Review

No abstract provided.

Center News, Human Rights Brief

Human Rights Brief

No abstract provided.

Center News, Katherine Atkinson

Human Rights Brief

No abstract provided.

Center News, Human Rights Brief

Human Rights Brief

No abstract provided.

Faculty/Staff News, Human Rights Brief

Human Rights Brief

No abstract provided.

Closing The Deal In Contracts: Introducing Transactional Skills In The First Year, David Snyder

Scholarly Articles in Law Reviews & Journals

No abstract provided.

Legal Interviewing And Counseling: An Introduction, Ann Shalleck, Robert Dinerstein, Stephen Ellmann, Isabelle Gunning

Scholarly Articles in Law Reviews & Journals

n this article, the authors, who are writing their own textbook on interviewing and counseling, reflect on the ways in which Gary Bel­low & Bea Mou/ton's groundbreaking textbook, The Lawyering Pro­cess, has shaped and is shaping their work. The authors include the introductory chapter of their forthcoming textbook interspersed with commentary on the influence of Bellow & Moulton on each of the primary themes through which their textbook will explore interview­ing and counseling: variations in the lawyer-client relationship, con­text, connection, ethics and theory-driven lawyering. This review allows them to evaluate, not only how deeply and pervasively the Bel­low & Moulton …

Stuck In A Rut: The Role Of Creative Thinking In Problem Solving And Legal Education, Janet Weinstein, Linda H. Morton

Faculty Scholarship

This article focuses on the mental process of creative thinking. We discuss what it is, why we have difficulty engaging in it, and how we can overcome this difficulty through specific techniques and a more conducive environment. Creative thinking is an essential component to problem solving. In training future lawyers, we must do a better job of incorporating and supporting creative thinking in legal education. We conclude the article with a description of some of our efforts toward this objective.

Hercules, Omniscience, Omnipotence, And The Right Answer Thesis, Michael B.W. Sinclair

NYLS Journal of International and Comparative Law

No abstract provided.

Remarks, Unveiling Of The Portrait Of Judge Roger J. Miner '56, Roger J. Miner '56

New York Law School Events and Publications

No abstract provided.

What Is A Dean For, 35 U. Tol. L. Rev. 111 (2003), Robert G. Johnston

UIC Law Open Access Faculty Scholarship

No abstract provided.

A Footnote For Jack Dawson, James J. White, David A. Peters

Law Quadrangle (formerly Law Quad Notes)

In the jointly-authored section below, "I" refers to Professor James J. White and "we" refers to White and co-author David A. Peters.

Jack Dawson, known to many at Michigan as Black Jack, taught at the Law School from 1927 to 1958. Much of his work was published in the Michigan Law Review, where he served as a student editor during the 1923-24 academic year. We revisit his work and provide a footnote to his elegant writing on mistake and supervening events.

In Part 1, we talk a little about Jack the man. In Part II, we recite the nature …

A Taxing Settlement, Hanoch Dagan, James J. White

Law Quadrangle (formerly Law Quad Notes)

Citizens sue industries for tort injuries. That is familiar. Governments sue the same industries for costs suffered in ameliorating or preventing those injuries. That is unfamiliar. This new pattern of litigation and settlement inherently puts the government in competition with its citizens.

How Well Does The Wto Settle Disputes?, Susan Esserman, Robert L. Howse

Law Quadrangle (formerly Law Quad Notes)

Last fall, a judicial panel of the WorldTrade Organization (WTO) issued a controversial ruling in a high-stakes corporate tax dispute between the United States and the European Union. Paying scant attention to the complexities of the case, the panel authorized Brussels to implement retaliatory sanction of $4 billion - an unprecedented sum - against Washington. Notably, around the same time the United States and its European allies were also making headlines with another fierce legal battle: over the authority of the International Criminal Court to prosecute American soldiers for alleged misdeeds committed abroad.

The University Of Michigan Bulletin, University Of Michigan Law School

Miscellaneous Law School History & Publications

Volume 32, Number 5 of the University of Michigan Bulletin. 2003-2005

Guidelines With Commentary For The Evaluation Of Legal Externship Programs, J.P. "Sandy" Ogilvy

Scholarly Articles

This Article is part of a larger project to create a set of guidelines, with commentary, for the evaluation of clinical legal education programs. The Externship Guidelines ("Guidelines") are published here with the hope and expectation that the legal education community will read, analyze, and comment on them. As a result of that input, subsequent drafts of the Guidelines should reflect a broad consensus among legal educators with respect to the standards for good legal externship programs and a methodology for evaluating legal externship programs. It also is anticipated that working on guidelines in the discrete area of legal externships …

(Un)Examined Assumptions And (Un)Intended Messages: Teaching Students To Recognize Bias In Legal Analysis And Language , Lorraine Bannai, Anne Enquist

Seattle University Law Review

This article discusses how law school, specifically through legal writing courses, can address cultural bias and its effect on legal analysis and language. Part I addresses why the law school curriculum should aid students in recognizing expressions of bias in legal analysis and language. Part II discusses how bias typically appears in legal language, as well as how it may infect legal analysis and argument, and suggests ways of teaching students to recognize it in a legal writing course. Part III addresses challenges that may be faced in teaching the material, including suggestions for handling discussions of potentially sensitive subjects.

American Law Schools As A Model For Japanese Legal Education? A Preliminary Question From A Comparative Perspective, James Maxeiner

All Faculty Scholarship

Law faculties in Japan are asking whether and how they should remake themselves to become law schools. One basic issue has been framed in terms of whether such programs should be professional or general. One Japanese scholar put it pointedly: "[a] major issue of the proposed reform is whether Japan should adopt an American model law school, i.e., professional education at the graduate level, while essentially doing away with the traditional Japanese method of teaching law at university." American law schools are seen as having as their fundamental goal "to provide the training and education required for becoming an effective …

The Professional In Legal Education: Foreign Perspectives, James Maxeiner

All Faculty Scholarship

Japan is about to change its system of legal education. In April 2004 Japan will introduce law schools. Law schools are to occupy an intermediary place between the present undergraduate faculties of law and the national Legal Training and Research Institute. The law faculties are to continue to offer general undergraduate education in law, while the law schools in combination with the national Institute are to provide professional legal education. A principal goal of the change is to produce more lawyers. Law schools are charged with providing "practical education especially for fostering legal professionals." But just what is professional legal …

Clinical Teaching At William Mitchell College Of Law: Values, Pedagogy, And Perspective, Eric S. Janus

Faculty Scholarship

A retrospective celebrating thirty years of clinical education at William Mitchell College of Law. These courses are nurtured by the key principles that have shaped clinical education at William Mitchell. They embrace the profession of law, but insist on a critical stance. They recognize that values define the practice of law, and that only through intentional choice of pedagogy and perspective can values education be effective and respectful of the autonomy of our students as they work to define the sort of lawyers they wish to become.

Beyond Training: Law Librarianship's Quest For The Pedagogy Of Legal Research Education, Paul D. Callister

Faculty Works

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 …