Legal Education Commons^™

Sometimes Putting Pen To Paper Is Tougher Than It Seems, Heather Ridenour, David Spratt

Scholarly Articles in Law Reviews & Journals

No abstract provided.

On The Opposition Of Practical And Theoretical, Elizabeth Earle Beske

Scholarly Articles in Law Reviews & Journals

No abstract provided.

Legal Education Comes To Nevada: The Creation Of The William S. Boyd School Of Law, Mary Berkheiser

Scholarly Works

No abstract provided.

An Essay On The Stages Of The Clinical Year In Law School: Group Process With Existentialist Roots, Richard J. Wilson

Scholarly Articles in Law Reviews & Journals

This short article focuses on "units," or stages of group process, part of my shared experience in law teaching and in adult education at St. Mark’s Church, Capitol Hill, Washington, DC. The article explores the context of the functional education program of church teaching and its common elements with clinical law teaching. The unit structure from church teaching translates well, I conclude, into the structure of clinical legal education.

The Family Justice Clinic: Increasing Access To Justice For Nevada Families In Need, Ann Cammett, Elizabeth L. Macdowell

Scholarly Works

No abstract provided.

The Educational Pipeline To Law School—Too Broken And Too Narrow To Provide Diversity, Sarah E. Redfield

The University of New Hampshire Law Review

[Excerpt] “The legal profession remains markedly out of sync with the changing demographics of the country, where the population is projected to be over 50 percent minority by 2050. Against this trend, law school enrollment hovers around 20 percent minority, including over 7 percent Asian students. Enrollment of some minority groups shows a decline rather than improvement. These numbers will remain static or continue to decline if the profession does not pay far more serious attention to the current leaks and gaps along the educational pipeline, far before students seek admission at the law school gates.”

Supporting Inclusiveness At Seattle U. And In The Law, Mark Niles

Scholarly Articles in Law Reviews & Journals

No abstract provided.

Writer's Block: The "Ins And Outs" Of Good Legal Writing, Part One, David Spratt

Scholarly Articles in Law Reviews & Journals

No abstract provided.

Grooming Good Legal Writers Through Tailored, Constructive Feedback, David Spratt

Scholarly Articles in Law Reviews & Journals

No abstract provided.

A Little More Mascara: Response To Making Up Is Hard To Do, Darren Rosenblum

Faculty Publications

(Excerpt)

Dear Adrienne and Bob:

First, thanks for including me in this written conversation. For those who don't know you both, I should say that your conversation is actually very queer. Bob, your resistance to saying you're straight means more when one can see how you present yourself. Few men in the U.S. come across as ambiguously as you do, so your refusal to claim straight privilege really means something. Adrienne, for someone who doesn't know you, your shopping-talk may seem more Kim Kardashian-consumerist than it is—I think it's more about your incessant fabulousness. Now, to connect who you are …

Grammar Confidential: Dispelling Common Writing Myths, David Spratt

Scholarly Articles in Law Reviews & Journals

No abstract provided.

How To Critique & Grade Contract Drafting Assignments, Robin A. Boyle, Sue Payne, David Epstein

Faculty Publications

(Excerpt)

I have to give this disclaimer. I am high grader when it comes to contract drafting. So even though my presentation is on critiquing and grading, truthfully it’s more about critiquing for me. I will get into that in a minute. My name is Robin Boyle, and I teach at St. John’s University School of Law. First, my background. I was an evening student at Fordham and worked in law firms during the day in both litigation and corporate practices. By the time I graduated, I worked at a large law firm, which I had summered at and then …

The Blind Leading The Blind: What If They’Re Not All Visual Or Tactile Learners?, Robin A. Boyle, James B. Levy

Faculty Publications

(Excerpt)

As legal writing professors, we exalt analysis over intuition and are trained to follow the facts rather than engage in guess-work. We train our students to do the same. Yet when it comes to the pedagogy of legal analysis, we sometimes disregard our training by relying on observations and anecdotal evidence. Specifically, we may be assuming that the vast majority of our students are visual and/or tactile learners because they have grown up using computers, and we see students using computers all the time. Implicit in our assumption is that learning styles are determined by environmental factors alone or …

Private Rights And Collective Governance: A Functional Approach To Natural Resources Law, Eric T. Freyfogle

The Future of Natural Resources Law and Policy (Summer Conference, June 6-8)

4 pages.

"Eric T. Freyfogle, Max L. Rowe Professor of Law, University of Illinois College of Law"

The Bologna Process And Its Implications For U.S. Legal Education, Laurel S. Terry

Faculty Scholarly Works

Virtually all European countries are in the midst of a massive multi-year project intended to dramatically restructure higher education in Europe. This project, which is known as the Bologna Process or Sorbonne-Bologna, began less than ten years ago when four European Union (EU) countries signed a relatively vague agreement. The Bologna Process has now grown to forty-six countries, including all of the EU Member States and nineteen non-EU countries. The Bologna Process participants have agreed to form the European Higher Education Area or EHEA by 2010; among other goals, the EHEA is intended to help Europe better compete in the …

As A Last Resort, Ask The Students: What They Say Makes Someone An Effective Law Teacher, James B. Levy

Faculty Scholarship

No abstract provided.

Ariadne's Thread: Leading Students Into And Out Of The Labyrinth Of The Rule Against Perpetuities , Maureen E. Markey

Cleveland State Law Review

This Article focuses partly on my own approach to teaching the Rule Against Perpetuities, but it addresses the approaches of others based on the survey responses. Although I have developed a method that works fairly well for my classes, I am always open to suggestions from others for modifying and improving that approach. Of course, a single method, no matter how good it appears to be, will not work for everyone. Therefore, I have incorporated a number of approaches into this Article so that those wanting to develop or improve their teaching of the Rule can pick and choose among …

The Two Hemispheres Of Legal Education And The Rise And Fall Of Local Law Schools, Randolph N. Jonakait

NYLS Law Review

No abstract provided.

The Law Of Sprawl: A Road Map, Michael Lewyn

Scholarly Works

No abstract provided.

Dealing With Hate In The Feminist Classroom: Re-Thinking The Balance, Kathryn M. Stanchi

Michigan Journal of Gender & Law

The goals of this essay are two-fold. First, by describing the experience the author had in Law and Feminism, the essay will show how hateful and harassing speech in a seminar devoted to issues of gender, race and sexuality can rob students of important educational experiences. The story of the author’s class is meant to remind legal educators and administrators of the concrete harm, both personal and educational, of hate speech. Too often the hate speech debate focuses on the theoretical and the abstract; participants forget that the principles at stake have demonstrable consequences for real people. Second, while this …

Screening The Law: Ideology And Law In American Popular Culture, Mark Niles, Naomi Mezey

Scholarly Articles in Law Reviews & Journals

No abstract provided.

Yale Kamisar The Teacher, Jeffrey S. Lehman

Michigan Law Review

I first heard Yale Kamisar's name in the spring of 1977 while deciding where to go to law school. The then Dean of Admissions at Michigan suggested I call a graduate practicing law near me in upstate New York. The graduate eloquently endorsed Michigan. But what impressed me most was his statement, "When you go to Michigan you must be sure to take a course from a professor named Yale Kamisar. That course changed the way I thought about law. Every day we'd go to class and talk about interesting cases and I was always confused. But at the very …

Saying Goodbye To A Legend: A Tribute To Yale Kamisar - My Mentor, Teacher, And Friend, Eve Brensike Primus

Michigan Law Review

I remember it as though it was yesterday - dozens of students filing into Hutchins Hall for their first criminal procedure class. The legendary Yale Kamisar walked briskly to the front of the room, his upper body moving first slightly forward and then ever so slightly backward in almost a rocking manner. He carried nothing except for a two-inch black notebook, tattered at the edges and marked with brightly colored tabs protruding from each page. Paying no attention to the hundreds of eyes fixed on his every move, he dropped the notebook on the podium, stepped up to the blackboard, …

Inspiring Generations, Nancy J. King

Michigan Law Review

It is difficult to imagine Michigan Law School without Yale Kamisar. He seems as much a part of the place as the Reading Room, the heavy oak doors, and the sounds of the marching band practicing, the steam heaters knocking, and the footsteps on the stone floors. That Michigan students will no longer experience his inspiration and guidance in person is sad, but inevitable. Fortunately, law students everywhere, and the law that they have learned to love, will never escape his influence. The editors of this issue have encouraged us to relate our own experiences with Yale. Mine started long …

Introduction To Faculty Presentation Day Issue, Richard A. Matasar

NYLS Law Review

No abstract provided.

Teaching Real Torts: Using Barry Werth's Damages In The Law School Classroom, Tom Baker

Nevada Law Journal

No abstract provided.

The William S. Boyd School Of Law Juvenile Justice Clinic, Mary E. Berkheiser

Scholarly Works

This article reviews the work of the Juvenile Justice Clinic at the William S. Boyd School of Law.

What Law Schools Are Doing To Accommodate Students With Learning Disabilities, Donald H. Stone

All Faculty Scholarship

The year 2000 marks the tenth anniversary of the 1990 passage of the Americans with Disabilities Act (“ADA”). It also marks a quarter century since the passage of the Education for All Handicapped Children Act (“EAHCA”). The EAHCA opened the doors for disabled children to receive a free and appropriate education. As a result of this special education law, many disabled young people were able to succeed and are now knocking at law schools' doors seeking admission.

On July 26, 1990, Congress enacted the ADA, a landmark civil rights bill designed to open up all aspects of American life to …

Pro Bono Service At The William S. Boyd School Of Law, Mary E. Berkheiser, Christine Smith

Scholarly Works

The mission of the William S. Boyd School of Law is to serve Nevada, and the legal and academic communities by developing and maintaining an innovative educational program that will train ethical and effective lawyers and leaders for Nevada and for the legal profession. To put the school’s mission in motion, we have begun by stressing community service, professionalism and the roles, responsibilities, skills and values of lawyers, and by involving students and faculty in community service projects in ways that will benefit our state.

Continuing Classroom Conversation Beyond The Four Whys, Jeffrey W. Stempel, Bailey Kuklin

Scholarly Works

LAW school classes regularly prove Santayana's aphorism. Although nearly every law teacher desires to keep discussion focused and forward-moving, there are more than a few moments of thundering silence experienced in the classroom. Most of us adjust to this inevitability by positing some pedagogical virtue to still air and contenting ourselves with the knowledge that conversation-stopping “whys?” are usually delivered by us as teachers rather than the students. Perhaps we are underappreciative of the value discomfitting silence has, but we generally prefer that the conversation continue, that we miss the opportunity to feel simultaneously smug and uncomfortable, and that students …