Legal Education Commons^™

Applied Legal Storytelling: A Bibliography, Christopher Rideout

Faculty Articles

This article contains a bibliography on the movement known as Applied Legal Storytelling. Those who are interested in Applied Legal Storytelling examine the use of stories—and of storytelling or narrative elements—in law practice, in law school pedagogy, and within the law generally. The Applied Legal Storytelling movement is largely associated with a series of biennial academic conferences that began in 2007, and the majority of the entries in this bibliography originated with presentations at one of those conferences. But the bibliography also acknowledges a number of articles that pre-date 2007 and that could be called precursors. The bibliography first lists …

Institutionalizing The Uspto Law School Clinic Certification Program For Transactional Law Clinics, Jennifer S. Fan

Articles

With 188 transactional law clinics nationwide and the United States Patent and Trademark Office (“USPTO”) Law School Clinic Certification Program (“Program”) recently established as a statutory program of the USPTO, this Article argues that every transactional clinic that works on trademark and patent applications should apply to become part of the Program. In satisfying the participation requirements of the Program, transactional law clinics will usher in a new, uniform way to educate aspiring intellectual property attorneys. As a result, the law students will not only be “practice ready,” but also more effective attorneys once they are in practice. Participating in …

‘Truth And Reconciliation’: A Critical Step Toward Eliminating Race And Gender Violations In Tenure Wars, Tamara F. Lawson, Angela Mae Kupenda

Articles

“All is fair in love and war,” and . . . tenure battles? However, even in war there are rules of engagement. In “tenure wars” rules apply too. The American Bar Association requires law schools to employ clear rules of engagement in “tenure wars,” akin to how the United Nations collectively proscribes rules of war between nation states as well as punishes violations committed on the battlefield. When innocent nations are attacked by illegal acts of aggression, a coalition of the willing allies within the United Nations defends against the aggression.

Even if all is fair in love, war, and …

"Nowhere To Run; Nowhere To Hide": The Reality Of Being A Law Library Director In Times Of Great Opportunity And Significant Challenges, Penny A. Hazelton

Articles

Edited remarks presented at a program on January 5, 2015 at the Association of American Law Schools Annual Meeting in Washington, DC.

Law School Culture And The Lost Art Of Collaboration: Why Don't Law Professors Play Well With Others, Michael I. Meyerson

All Faculty Scholarship

I have an Erdős number. Specifically, I have an Erdős number of 5. For the uninitiated, the concept of an “Erdős number” was created by mathematicians to describe how many “degrees of separation” an author of an article is from the great mathematician Paul Erdős. If you coauthored a paper with Erdős, you have an Erdős number of 1. If you coauthor a paper with someone with an Erdős number of 1, you have earned an Erdős number of 2. Coauthoring a paper with someone with an Erdős number of 2 gives you an Erdős number of 3, and so …

The 95 Theses: Legal Research In The Internet Age, Amy E. Sloan

All Faculty Scholarship

No abstract provided.

Analysis, Research, And Communication In Skills-Focused Courses, Ruth Anne Robbins, Amy E. Sloan, Kristen Konrad Tiscione

All Faculty Scholarship

Since the Carnegie Report and Best Practices for Legal Education were published, a new focus has emerged on building students’ traditional foundational skills through increased opportunities for experiential education, including legal research and writing instruction. Although the Carnegie Report explored legal writing pedagogy in some detail, Best Practices devoted little attention to how foundational analytical, research, and writing skills are or should be taught with specificity, which provided the impetus for more extended treatment here. This section identifies some “better practices” being used and urges adoption of best practices.

In skills-focused courses, legal analysis, research, and writing should be taught …

Implementing Effective Education In Specific Contexts, Ruth Anne Robbins, Amy E. Sloan, Kristen Konrad Robbins-Tiscione

All Faculty Scholarship

This chapter of Building on Best Practices: Transforming Legal Education in a Changing World includes contributions from many authors:

• Section A, The Socratic Method, is by Elizabeth G. Porter
• Section B, Analysis, Research, and Communication in Skills-Focused Courses, is by Ruth Anne Robbins, Amy Sloan & Kristen K. Tiscione
• Section C, Use of Technology in Teaching, is by Michele Pistone and Warren Binford
• Section D, Law Libraries and Legal Education, is by Jonathan Franklin
• Section E, Cross-Border Teaching and Collaboration, is by Kimberly D. Ambrose, William H. D. Fernholz, Catherine F. Klein, Dana Raigrodski, Stephen A. Rosenbaum & Leah Wortham …

The Holmes School Of Law: A Proposal To Reform Legal Education Through Realism, Robert Rubinson

All Faculty Scholarship

This article proposes the formation of a new law school, the Holmes School of Law. The curriculum of the Holmes School would draw upon legal realism, particularly as articulated by Oliver Wendell Holmes. The proposed curriculum would focus on educating students about "law in fact"—how law is actually experienced. It rejects the idea that legal education should be about reading cases written by judges who not only bring their own biases and cultural understandings to their role, but who also ignore law as experienced, which, in the end, is what law is. This disconnect is especially troubling because virtually all …

Function, Form, And Strawberries: Subverting Langdell, Jeremiah A. Ho

All Faculty Scholarship

So why do law schools place skills instruction below the dissemination of legal knowledge even though it is the practice of law that lawyers are engaged in doing and not just the mere knowing of it? Both should be equally significant. Although law teaching methodologies have shifted somewhat to accommodate the changing cognitive adaptations of the human mind in this age of digital technology, law instruction in classrooms still possess a deeply-rooted basis in legal formalist considerations of the law from the 19th century that displaces skills instruction for the advancement of the legal knowledge. Consequently, in order to further …

Experience The Future: Papers From The Second National Symposium On Experiential Education In Law: Alliance For Experiential Learning In Law, Christine N. Cimini, Roberto L. Corrada, Myra Berman, Christine E. Cerniglia, Katherine R. Kruse

Articles

On June 13-15, 2014 the Second National Symposium on Experiential Educa­tion in Law took place in Greensboro, North Carolina. The Alliance for Experi­ential Learning in Law and Elon University School of Law hosted the symposium, with the support of Northeastern University School of Law. Presenters included professors and practitioners across multiple disciplines, in­cluding business, medicine, and architecture, and they shared their insights about the value of experiential education in their fields. Working from the Alliance for Experiential Learning in Law also presented their findings and distributed a set of working papers, which eventually culminated into this report. The report covers …

Have Fun With Strategic Planning, Kellye Y. Testy

Articles

No abstract provided.

Educación Legal En Los Estados Unidos Ii: Educación De Postgrado, Educación Continuada, Y Consideraciones Comparativas, Maria Elena Cobas Cobiella, M C. Mirow

Faculty Publications

This series of two articles describes the most important features of legal education in the United States. Part I, published previously in this journal, discusses law schools and the juris doctor. Part II, published here, discusses graduate legal education, continuing legal education, and some comparative aspects of U.S. legal education in light of the Bologna Plan.

Educación Legal En Los Estados Unidos I: Facultades De Derecho Y El Juris Doctor, Maria Elena Cobas Cobiella, M C. Mirow

Faculty Publications

This series of two articles describes the most important features of legal education in the United States. Part I, found here, discusses law schools and the juris doctor. Part II, published later in the same journal, discusses graduate legal education, continuing legal education, and some comparative aspects of U.S. legal education in light of the Bologna Plan.

Library Director As Opportunity Identifier, Ronald E. Wheeler

Faculty Scholarship

A successful contemporary law library director should seek opportunities to insert the law library, wherever possible, into projects that benefit the law school and its mission and that draw on the talents and expertise of the law librarians. The goal of the modern law library director should be to make the law library an integral part of each and every undertaking within the law school community. Every facet of the law school and its various departments and offices can benefit from either law library research and instructional services or the creative thinking and analytical orientation that librarians bring to the …

School-Based Supports For Trans Youth In Ontario, Charlie E. C. Davis

Theses and Dissertations (Comprehensive)

Trans youth are some of the most marginalized youths in schools. In 2012, the Ontario Government passed two legislations, one of which was the Accepting Schools Act, strengthening supports for lesbian, gay, bisexual, transgender, or questioning (LGBTQ) students in schools. The other was Toby’s Act, an amendment to the Ontario Human Rights Code including protection from discrimination on the grounds of gender identity and gender expression. The purpose of this thesis is to examine how these two acts have created a political context supporting trans youth in schools. A comprehensive mixed-methods approach was used to examine provincial trends of trans-specific …

Conceptualizing Student Practice For The 21st Century: Educational And Ethical Considerations In Modernizing The District Of Columbia Student Practice Rules, Wallace J. Mlyniec, Haley D. Etchison

Georgetown Law Faculty Publications and Other Works

This article traces the history of the amendment process. It provides a short history of student practice rules and then, using the student practice rule in effect in the District of Columbia prior to the 2014 amendments, describes the various components of those rules that courts and bars across the nation have implemented to assist courts, advance legal education, and preserve advocates’ ethical obligations to clients. It then describes some of the comments to the proposed amendments offered by the District of Columbia Bar and other D.C. lawyers during the public comment period and the modifications to the District of …

Called To Serve: Five Habits Of Effective Board Members, Dana M. Malkus

All Faculty Scholarship

In any given year, a single nonprofit organization has the potential to positively impact hundreds of lives. Given their training, passion, and community standing, young lawyers are often a great asset for such organizations. At the same time, nonprofit organizations can provide excellent training and networking opportunities for young lawyers.

With a relatively modest investment of time, you can provide the kind of board service that brings substantial impacts for our communities. Whether you currently serve on a board or are simply considering doing so in the future, developing the following five habits will help you more effectively advance your …

A Vast Image Out Of Spiritus Mundi: The Existential Crisis Of Law Schools, Jeremiah A. Ho

All Faculty Scholarship

In her recent book, Teaching Law: Justice, Politics, and the Demands of Professionalism, Robin L. West articulates that the crisis is not merely as the The New York Times and other media outlets have described it — not entirely about the faulty business practices of law schools or the lack of practice-oriented teaching in law classrooms. Instead, the crisis lies at the existential core of law schools. The original nineteenth-century set-up of the American law school and that model’s continued existence today have contributed to an identity crisis for law schools, revealing its major incompatibility with how the law is …

Towards A New Paradigm Of Judicial Education, Mary R. Russell

Journal of Dispute Resolution

When talking about judicial education, a central question emerges: What is the goal of judicial education for judges? A simple answer springs to mind: To make us better judges, of course. This of course is a deceptively simple question with a deceptively simple answer, until there is an attempt to specifically identify how to accomplish this worthy judicial education goal, and that is where simplicity disappears