Legal Education Commons^™

Bridging The Law School Learning Gap Through Universal Design, Jennifer Jolly-Ryan

Touro Law Review

No abstract provided.

Book Review Of Copyright For Teachers & Librarians In The 21st Century, Benjamin J. Keele

Library Staff Publications

No abstract provided.

Clinicians, Practitioners, And Scribes: Drafting Client Work Product In A Small Business Clinic, Robert R. Statchen

NYLS Law Review

No abstract provided.

Law Schools And The Changing Face Of Practice, Peter Toll Hoffman

NYLS Law Review

No abstract provided.

Epistemology And Ethics In Relationship-Centered Legal Education And Practice, Susan L. Brooks, Robert G. Madden

NYLS Law Review

No abstract provided.

Collaborative As Client: Lawyering For Effective Change, Robin S. Golden

NYLS Law Review

No abstract provided.

Re-Vision Quest: A Law School Guide To Designing Experiential Courses Involving Real Lawyering, Deborah Maranville, Mary A. Lynch, Susan L. Kay, Phyllis Goldfarb, Russell Engler

NYLS Law Review

No abstract provided.

The Service-Learning Model In The Law School Curriculum, Laurie Morin, Susan Waysdorf

NYLS Law Review

No abstract provided.

Practice-Based Learning: Emphasizing Practice And Offering Critical Perspectives On The Dangers Of “Co-Op”Tation, Brooke K. Baker

NYLS Law Review

No abstract provided.

"Kneecapping" Academic Freedom, Robert R. Kuehn, Peter A. Joy

Scholarship@WashULaw

As universities increasingly seek to educate students through service learning courses, law school clinics may be the bellwether for determining if faculty’s traditional academic freedom of teaching will transcend the traditional classroom or be left at the classroom door. Recent legislative and corporate efforts to interfere in the operations of law clinics indicate that academic freedom is at risk when hands-on student learning bumps up against “real world” disputes. This article examines why attacks on law school clinics are a harbinger of how academic freedom is treated when it moves out of the classroom.

The authors discuss the role of …

Is Permitting Student Use Of Laptops In Class A Good Idea? 'It Depends' - A Variety Of Approaches Is Best, Lynn Mclain

All Faculty Scholarship

An annotated bibliography compiling articles about students' use of technology in law school classes, with a second section discussing Professor McLain's personal experience with classroom technology use.

Students Schooling Students: Gaining Professional Benefits While Helping Urban High School Students Achieve Success, Susan P. Leviton, Justin A. Browne

Faculty Scholarship

This article looks at the educational plight of urban low income children and explores the opportunities for success that small urban high schools provide. It then distills commonalities among successful small schools to demonstrate three central points: 1) that small is essential but not sufficient; 2) that small schools offer an opportunity for urban school districts to help improve educational opportunities for disadvantaged students by providing a fertile environment where individualized instruction, more class time, better-trained teachers, and a curriculum that prepares students psychologically and emotionally, as well as intellectually can help them overcome the adverse effects of poverty; and …

Bitter Knowledge: Socrates And Teaching By Disillusionment Appendix C - The Theaetetus, Thomas D. Eisele

Faculty Articles and Other Publications

It was been suggested (and here I am thinking in particular of comments made by Professor William Prior) that my book, Bitter Knowledge, would benefit from a more comprehensive attention to the argumentative details of the dialogues studied there. Professor Prior specifically suggests that, if we were to be given more of their argumentation, we might better appreciate the motivation or the disposition of the speakers in the dialogues under study.

The book as designed, as submitted in typescript, and as accepted for publication, included three appendices. These appendices comprised detailed outlines of the speakers and events portrayed in, respectively, …

Bitter Knowledge: Socrates And Teaching By Disillusionment Appendix B - The Meno, Thomas D. Eisele

Faculty Articles and Other Publications

It was been suggested (and here I am thinking in particular of comments made by Professor William Prior) that my book, Bitter Knowledge, would benefit from a more comprehensive attention to the argumentative details of the dialogues studied there. Professor Prior specifically suggests that, if we were to be given more of their argumentation, we might better appreciate the motivation or the disposition of the speakers in the dialogues under study.

The book as designed, as submitted in typescript, and as accepted for publication, included three appendices. These appendices comprised detailed outlines of the speakers and events portrayed in, respectively, …

Teaching Sicko, Elizabeth Weeks

Scholarly Works

This article provides insights in how to make up cancelled law classes to ensure compliance with American Bar Association accreditation instructional hours requirements. How to cover the missed course content. How to find mutually agreeable make-up class times and locations with a group of busy, upper-level law students. Faced with the prospect of having to make up two hours each of my Health Care Financing and Regulation course and my Public Health Law seminar, I turned to the teacher's little helper: the DVD player

Teaching Evidence, Paul F. Rothstein

Georgetown Law Faculty Publications and Other Works

This article was published as part of the 2006 teaching issue of the Saint Louis University Law Journal. The teaching series was created as a forum for scholars, judges, and students to discuss methods for the effective teaching and learning of particular law school courses. In this essay, Professor Rothstein describes his philosophy and methods for teaching evidence.

Post-Tenure Review As If It Mattered, Jayne W. Barnard

Faculty Publications

No abstract provided.

Demise Of The Talented Tenth: Affirmative Action And The Increasing Underrepresentation Of Ascendant Blacks At Selective Educational Institutions, Kevin D. Brown, Jeannine Bell

Articles by Maurer Faculty

Over the past 30 years America has experienced both a substantial increase in the percentage of blacks multiracial blacks and an unprecedented influx of voluntary immigration of blacks primarily from Africa and the Caribbean. The percentage of foreign-born black immigrants reached 8% of the black population in 2005, and no doubt is higher today. There is evidence that suggests not only that multiracial blacks and foreign-born black immigrants and their sons and daughters constitute a disproportionate percentage of black students in selective higher education programs, but their percentages are larger than most people realize. This article addresses the resulting change …

Giving Millennials A Leg-Up: How To Avoid The If I Knew Then What I Know No Syndrome, Leslie Larkin Cooney

Faculty Scholarship

While it may not be possible for law schools to train students completely within three years for the practice of law, we can come much closer to this goal and make the transition to professional life an easier and more productive one. This article explores the common traits of members of the generation comprising today's law students who prefer the label Millennial to others because of their expressed wish not to be associated with Generation X. The article discusses ways to enhance clinical education and teach lifelong learning skills so students can continue developing their problem solving expertise long after …

Introduction, Stephanie Sado

NYLS Law Review

No abstract provided.

When "Victory" Masks Retreat: The Lsat, Constitutional Dualism, And The End Of Diversity, D. Marvin Jones

Articles

No abstract provided.

Dead Poets And Academic Progenitors: The Next Generation Of Law School Rankings With Paul Caron, Rafael Gely, Paul L. Caron

Faculty Publications

This Symposium is an outgrowth of our Moneyball article. With the approaching twentieth anniversary of the first U.S. News law school rankings, it is a particularly propitious time to take a fresh look, to hear new voices, and to reconsider issues surrounding law school rankings. Many of America's most thoughtful law professors (as well as academics in other disciplines) gathered on April 15, 2005 at the Indiana University School of Law--Bloomington to discuss “The Next Generation of Law School Rankings.” Many of the participants previously have written about law school rankings, but others have not--all are poets, and many have …

Segmented Rankings For Segmented Markets, Rafael Gely

Faculty Publications

A joke frequently told by and about economists begins with a group of colleagues searching one night under a lamppost for a key in a gutter. A bystander asks the group where they have lost the key. The economists explain that although they had lost the key in a gutter some distance away, they were looking under the lamppost because the light was better there. The three articles in this panel remind me of this story, albeit in a non-conventional way. By exploring issues regarding the broader context in which rankings exist, the three articles encourage us to look not …

Professor Harold G. Maier At Pepperdine, W H. Bigham

Vanderbilt Journal of Transnational Law

A curious concatenation of events brought Hal Maier and me together, once again, in school year 2000-2001 at Malibu and Pepperdine. We had labored concurrently in the Vanderbilt vineyard for a decade and a half, where we were close friends and colleagues on the Vanderbilt Law School faculty--a time of thrilling growth and maturing in the law school. We went our separate ways at the end of the '70s, but on the invitation of a former Vanderbilt student of both of us, Pepperdine Dean Richard Lynn, whom I had recommended for a faculty position at Pepperdine years earlier, Hal Maier …

Legal Education After Law School: Lessons From Scotland And Englan, Clark D. Cunningham

Fordham Urban Law Journal

This Article addresses the issue of the needed collaboration between law schools and law firms about legal education after law school. The author proposes pilot projects be launched to increase collaboration between legal academics and law firms in the provision of legal education after law school. The Article suggests that the programs emulate the close partnerships that exist between the legal academy and legal profession in England and Scotland. The Article acknowledges why the training of lawyers is different now than in the past. The author compares the American law firm training programs with the post school education that takes …

Should Antitrust Education Be Mandatory (For Law School Administrators)?, Thom Lambert, Royce De R. Barondes

Faculty Publications

The purpose of this essay is merely to examine the pertinent antitrust issues. The essay proceeds on the assumption that the AALS policy, whose terms are precatory, speaks to what is in fact an agreement among law schools. As noted below, the policy itself contemplates that law school deans will seek waivers, in individual cases, extending the time periods for up to two months. Were the policy to be litigated, law schools might dispute the existence of an agreement. We believe, though, that the nature of the policy strongly suggests that it represents an agreement among law schools and that …

Process Reengineering And Legal Education: An Essay On Daring To Think Differently, Karen Gross

NYLS Law Review

No abstract provided.

The Rise And Fall Of American Legal Education, Richard A. Matasar

NYLS Law Review

No abstract provided.

Understanding Family Law In Context: The Court Observation Assignment, Jane C. Murphy

All Faculty Scholarship

No abstract provided.

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 …