Legal Education Commons^™

Teaching Legal Research And Writing With Actual Legal Work: Extending Clinical Education Into The First Year, Michael A. Millemann, Steven D. Schwinn

Faculty Scholarship

In this article, the co-authors argue that legal research and writing (LRW) teachers should use actual legal work to generate assignments. They recommend that clinical and LRW teachers work together to design, co-teach, and evaluate such courses. They describe two experimental courses they developed together and co-taught to support and clarify their arguments. They contend that actual legal work motivates students to learn the basic skills of research, analysis and writing, and thus helps to accomplish the primary goals of LRW courses. It also helps students to explore new dimensions of basic skills, including those related to the development and …

Vol. 30, No. 14 (April 17, 2006)

Indiana Law Annotated

No abstract provided.

Vol. 30, No. 13 (April 10, 2006)

Indiana Law Annotated

No abstract provided.

The Law Of Sprawl: A Road Map, Michael Lewyn

ExpressO

In the fall of 2004, I taught a seminar on “The Law of Sprawl” at Southern Illinois University (SIU) School of Law. This essay seeks to guide would-be teachers of a course on sprawl by showing how I taught the course.

Specifically, the article asserts that a seminar on sprawl belongs in law school curricula as well as planning school curricula, because a wide variety of legal rules contribute to sprawl. The article then goes on to discuss those legal rules and how I addressed them in my course. For example, the article discusses land use regulations that encourage automobile-dependent …

Vol. 56, No. 11, April 4, 2006, University Of Michigan Law School

Res Gestae

•Prof. Friedman Goes to Washington •Community Mourns Loss of Alumnus •Editorial: Lame Ducks Quack Thanks •Atkinson: M-Law's Jack of All Trades •Prof. Schneider on OCI and Your Future as a Lawyer •Students, Caminker Discuss Wireless Policy •Senior Day is What You Want it to Be: Make it Count •Putting it All on the Table •Alumnus Considers Duke Rape Allegations, Campus Tensions, Unfair Policies •The Handlebars of the Soul •APALSA Origins Festival Photos •LSSS Prom Photos •Introducing the Poetry of T.S. Eliot •An Open Letter to the Female Law School Community •How the Profs Stole Summer •Griot Photos •Crossword •A Day …

Motherhood And The Mission: What Catholic Law Schools Could Learn From Harvard About Women, Elizabeth R. Schiltz

ExpressO

This article argues that Catholic law schools have compelling reasons to pay close attention to a largely ignored part of the controversial speech given last year by the President of Harvard University, Lawrence H. Summers, about the persistent under-representation of women on university faculties. While the press accounts of this talk focused on his speculation that there might be innate differences in aptitudes of men and women in science and math, Summers argued that a more significant cause of the under-representation of women might be the clash between the demands of high-powered jobs and the demands of family life. This …

Vol. 30, No. 12 (April 3, 2006)

Indiana Law Annotated

No abstract provided.

From The Dean, Lauren K. Robel

Lauren Robel (2002 Acting; 2003-2011)

This Bill of Particulars provides a window to some of the exciting changes at Indiana Law since the adoption of our Strategic Plan. The plan calls for Indiana Law to be a "highly visible and influential law school whose faculty, students, and graduates advance knowledge, justice, and the public good in the state, in the nation, and around the world." We chose three strategies for achieving that vision: enhancing our community of engaged, influential scholars; communicating our ideas more effectively to influence debate in the academy, the profession, and the wider world; and educating our students for the demands of …

Vol. 56, No. ∞, April 1, 2006, University Of Michigan Law School

Res Gestae

•Michigan Law to Drop to No. 11: Class of 2006 Officially Apologizes

In Practice, V. 6, No. 2, Spring 2006

In Practice

No abstract provided.

Volume 30, Issue 1 (Spring 2006)

Transcript

No abstract provided.

Beyond Litigation: Legal Education Reform In Japan And What Japan's New Lawyers Will Do, George Schumann

University of Miami International and Comparative Law Review

No abstract provided.

Dr. Jerome Hall-A North Star In My Life, Lowell E. Baier

Indiana Law Journal

No abstract provided.

Post-Tenure Scholarship And Its Implications, Jeffrey L. Harrison

UF Law Faculty Publications

Periodically in the popular press and even in academic circles, the question arises of whether professors should be granted lifetime employment contracts based on a sample of four to six years of a probationary period. Further clouding the issue of how easily tenure should be granted is the question of what determines tenure. Is it a reward for past efforts or based on a forecast of future productivity? These concepts may seem like the same thing but they are not. Accordingly, the huge commitment of resources that occurs when tenure is granted paired with the Author's observations of pre-tenure scholars …

Spring 2006

Bill of Particulars

No abstract provided.

2007-08 Curriculum, Office Of Registrar

Semester Schedules and Information

No abstract provided.

Master Teacher Retires After 37 Years, Colleen Kristl Pauwels

Articles by Maurer Faculty

No abstract provided.

Non-Analytical Thinking In Law Practice: Blinking In The Forest, Kandis Scott

Faculty Publications

Non-analytical thinking is indispensable to good legal representation .Despite its importance in law practice, it is devalued and neglected in the conventional law school curriculum. Even in clinical legal education, where the potential to teach students to use this mode of thinking is most obvious, the elevation of theory and analysis has stifled the impulse of clinical professors to teach students to "blink." One way law schools can counteract this trend, and thereby better train law students for practice, is to enhance clinical teachers' nonanalytical skills through more practice opportunities.

Classroom Incivilities, Gender, Authenticity And Orthodoxy, And The Limits Of Hard Work: Four Lenses For Interpreting A "Failed" Teaching Experience, Deborah Maranville

William & Mary Journal of Race, Gender, and Social Justice

No abstract provided.

Internationalizing U.S. Legal Education: A Report On The Education Of Transnational Lawyers, Carole Silver

Cardozo Journal of International and Comparative Law

This Article analyzes the role of U.S. law schools in educating foreign law graduates and the increasingly competitive global market for graduate legal education. U.S. law schools have been at the forefront of this competition, but little has been reported about their graduate programs. This Article presents original research on the programs and their students, drawn from interviews with directors of graduate programs at thirty five U.S. law schools, information available on law school web sites about the programs, and interviews with graduates of U.S. graduate programs. Finally, the Article considers the responses of U.S. law schools to new competition …

Caveat Blogger: Blogging And The Flight From Scholarship, Randy E. Barnett

Georgetown Law Faculty Publications and Other Works

These comments were delivered to the “Symposium on Bloggership” held at Harvard Law School on April 28, 2006. Professor Randy Barnett discusses the pros and cons of blogging by legal scholars.

Preparing New Students For Legal Practice In A "Flat World", Martin H. Belsky

Akron Law Faculty Publications

I went to a law school [Columbia University] specifically because of their international program and became involved with almost all aspects of that program--which they called “transnational law.” I also did graduate work in International Affairs and Law. I was, and am, committed to incorporating transnational law concepts into the law school program. And I have had administrative responsibilities that have made me take a pragmatic approach to reaching that goal.

During this workshop, we have heard many ideas about bringing transnational law and issues into the first year curriculum. We have heard descriptions of the actions of individual faculty …

The Role Of International Arbitrators, Susan Franck

Scholarly Articles in Law Reviews & Journals

With the advent of the global economy, arbitration has become the preferred mechanism for resolving international disputes. Today international arbitrators resolve billions of dollars worth of disputes.' Arbitration has taken on such prominence in the international context that commentators express "little doubt that arbitration is now the first-choice method of binding dispute resolution" and has "largely taken over litigation."'

Grade Distribution - 2005 - 2006 Academic Year, Office Of Registrar

Semester Schedules and Information

No abstract provided.

Class Schedule - Spring 2006, Office Of Registrar

Semester Schedules and Information

No abstract provided.

Point Allocation History For Spring Semester 2006, Office Of Registrar

Semester Schedules and Information

No abstract provided.

The Advocate Vol. 11 No. 1

The Advocate

No abstract provided.

Vol. 30, No. 11 (March 27, 2006)

Indiana Law Annotated

No abstract provided.

Paid Family Leave In American Law Schools: Findings And Open Questions, Laura T. Kessler

ExpressO

There exists a substantial literature on the status of women in the legal profession, including studies on women students’ experiences in law schools, gender bias on law school faculties, and family leave policies and practices among legal employers. However, no recent study examines the family leave policies and practices in American law schools. This study seeks to fill that gap. Its findings are threefold. First, almost three quarters of law schools provide wage replacement during a family leave that is more generous than required by federal law. Second, there is a positive relationship between teaching at top-tier and private law …

Maccrate (In)Action: The Case For Enhancing The Upper-Level Writing Requirement In Law Schools, Kenneth D. Chestek

ExpressO

In 2001, the American Bar Association amended the Standards for Accreditation of Law Schools to require, for the first time, a “rigorous writing experience after the first year.” During the summer of 2004 the author conducted a nationwide survey to determine how law schools responded to this change. The author found that most schools did little more than to require students to take at least one course which was evaluated by means of an academic paper rather than an examination. The author concludes that this is probably not the response the ABA had hoped for, but suggests that a 2005 …