What Is The Value Of Associations, Or Is It Safe To Row Alone,
2012
University of Connecticut School of Law
What Is The Value Of Associations, Or Is It Safe To Row Alone, Darcy Kirk
Faculty Articles and Papers
No abstract provided.
Editor's Note,
2012
Indiana University Maurer School of Law
Editor's Note, Alfred C. Aman, Micah J. Nichols
Indiana Journal of Global Legal Studies
Globalization and Migration Symposium, Indiana University Maurer School of Law, Bloomington, Indiana, April 7-8, 2011
The New Legal Writing: The Importance Of Teaching Law Students How To Use E-Mail Professionally,
2012
University of Maryland Francis King Carey School of Law
The New Legal Writing: The Importance Of Teaching Law Students How To Use E-Mail Professionally, Kendra Huard Fershee
Maryland Law Review Online
No abstract provided.
Resource-Based Learning And Course Design: A Brief Theoretical Overview And Practical Suggestions,
2012
Georgia State University College of Law
Resource-Based Learning And Course Design: A Brief Theoretical Overview And Practical Suggestions, Meg Butler
Faculty Publications By Year
Law librarians teaching legal research should follow resource based learning pedagogical strategies. This paper provides a background in constructivist educational theory and resource based learning before identifying useful instructional strategies regarding course design decisions related to goal-setting, assignments, rubrics, and assessment.
Law School Of The Future: Centre Of Cutting-Edge Practice?,
2012
Georgia State University College of Law
Law School Of The Future: Centre Of Cutting-Edge Practice?, Clark Cunningham
Faculty Publications By Year
No abstract provided.
Empirical Evidence That Formative Assessments Improve Final Exams,
2012
Macon State College School of Business
Empirical Evidence That Formative Assessments Improve Final Exams, Carol Springer Sargent, Andrea A. Curcio
Faculty Publications By Year
Despite the recent widespread call for law professors to incorporate more feedback during the semester, there is a relative dearth of empirical evidence about the impact of practice materials and feedback on law student performance. This study begins to fill that gap. Using five ungraded quizzes, a graded midterm, and reflection exercises, this study shows that feedback improved student performance on a cumulative final exam up to a full letter grade compared to a cohort with only a traditional end-of-semester final exam. The study confirms an earlier study showing that learning gains from formative assessments concentrate among those with stronger …
On The Occasion Of Leon Lazer’S 90th Birthday,
2012
Touro Law Center
On The Occasion Of Leon Lazer’S 90th Birthday, Jeffrey B. Morris
Touro Law Review
No abstract provided.
Open Access To Legal Scholarship: Dropping The Barriers To Discourse And Dialogue,
2012
Duke Law School
Open Access To Legal Scholarship: Dropping The Barriers To Discourse And Dialogue, Richard A. Danner
Faculty Scholarship
This article focuses on the importance of free and open access to legal scholarship and commentary on the law. It argues that full understanding of authoritative legal texts requires access to informed commentary as well as to the texts of the law themselves, and that free and open access to legal commentary will facilitate cross-border dialogue and foster international discourse in law. The paper discusses the obligations of scholars and publishers of legal commentary to make their work as widely accessible as possible. Examples of institutional and disciplinary repositories for legal scholarship are presented, as are the possible impacts of …
Symposium Introduction: Humanism Goes To Law School,
2012
Touro Law Center
Symposium Introduction: Humanism Goes To Law School, Marjorie A. Silver
Touro Law Review
By now, the knowledge that law students experience more than their fair share of distress is old news. The studies about law student (and lawyer) unhappiness have been widely discussed in both academic literature and trade publications. Less well known, however, are the increasing number of programs that law schools, and individuals within those schools, have implemented to counter that distress,and to help students develop a positive professional identity,both as students and as the lawyers they are about to become.
Developing Professional Identity Through Reflective Practice,
2012
Touro Law Center
Developing Professional Identity Through Reflective Practice, Suzanne Darrow Kleinhaus
Touro Law Review
No abstract provided.
How Are Law Schools Addressing Major Changes In The Practice Of Law And In Accrediting Standards For Legal Education?,
2012
University of Richmond - School of Law
How Are Law Schools Addressing Major Changes In The Practice Of Law And In Accrediting Standards For Legal Education?, Margaret Ivey Bacigal
Law Faculty Publications
There was a consensus at the first panel discussion on how law schools are addressing major changes in legal practice and accrediting standards for legal education, that law schools are doing a good job teaching critical thinking and legal analysis. A recurring theme was that more experiential legal education is needed to help students become "practice ready." Deficits in legal writing, problem solving, and understanding the various contexts within which legal problems arise were concerns. A major issue is how do schools enhance legal education given the unsustainable costs and changes in the legal profession?
Foreword: 2012 Clinical Legal Education Symposium,
2012
University of Maryland Francis King Carey School of Law
Foreword: 2012 Clinical Legal Education Symposium, Leigh Goodmark
University of Baltimore Law Review
No abstract provided.
A Critique Of Best Practices In Legal Education: Five Things All Law Professors Should Know,
2012
Oklahoma City University School of Law
A Critique Of Best Practices In Legal Education: Five Things All Law Professors Should Know, Michael T. Gibson
University of Baltimore Law Review
No abstract provided.
Gender And The Crisis In Legal Education: Remaking The Academy In Our Image,
2012
University of Maryland Francis King Carey School of Law
Gender And The Crisis In Legal Education: Remaking The Academy In Our Image, Paula A. Monopoli
Faculty Scholarship
American legal education is in the grip of what some have called an “existential crisis.” The New York Times proclaims the death of the current system of legal education. This is attributed, in part, to the incentivizing of faculty to produce increasingly abstract scholarship and the costs this imposes on pedagogy and the mentoring of students. At the same time, despite women graduating from law schools in significant numbers since the 1980s, they continue to lag behind in the most prestigious positions in academia—tenured, full professorships: From academic year 1998-99 to academic year 2007-08, the percentage of women full professors …
Two And A Half Ethical Theories: Re-Examining The Foundations Of The Carnegie Report,
2012
University of Kentucky College of Law
Two And A Half Ethical Theories: Re-Examining The Foundations Of The Carnegie Report, Mark F. Kightlinger
Law Faculty Scholarly Articles
In the past three years, the American Bar Association, several major state bar associations, the Association of American Law Schools, the New York Times, law students, and many legal educators have called for fundamental changes in the way we educate new lawyers. Some critics have suggested that legal education faces a crisis that will be exacerbated by rising tuitions, declining enrollments, and a precipitous drop in the demand for new lawyers. Most of those calling for change have relied on the critical analysis of modem legal education presented in a 2007 report by the Carnegie Foundation for the Advancement …
The Benefits To Be Derived From Post-Negotiation Assessments,
2012
The George Washington University Law School
The Benefits To Be Derived From Post-Negotiation Assessments, Charles B. Craver
Cardozo Journal of Conflict Resolution
Lawyers negotiate regularly, even when they do not appreciate the fact they are engaged in such activities. They negotiate with their own partners, associates, and legal assistants, as well as with prospective clients and current clients. They also negotiate with outside parties on behalf of their clients. Most legal practitioners have had minimal formal training with respect to this critical lawyering skill, and few spend much time thinking about what they are doing when they engage in bargaining interactions with others.
Gaining From The System: Lessons From The Law School Survey Of Student Engagement About Student Development In Law School,
2012
Indiana University Maurer School of Law
Gaining From The System: Lessons From The Law School Survey Of Student Engagement About Student Development In Law School, Carole Silver, Louis Rocconi, Heather Haeger, Lindsay Watkins
Articles by Maurer Faculty
This paper considers the factors that influence law students' assessment of their professional and academic development during law school. It uses responses of 5,612 third- and fourth-year law students to the Law School Survey of Student Engagement to identify student activities and behaviors that relate to professional and academic gains; individual and law school characteristics also are examined. Four aspects of the law school experience emerge as integral parts of students' professional and academic development.
Deconstructing Crac: Teaching Proposed Findings Of Fact And Conclusions Of Law In A Legal-Writing Program,
2012
Alexander Blewett III School of Law at the University of Montana
Deconstructing Crac: Teaching Proposed Findings Of Fact And Conclusions Of Law In A Legal-Writing Program, Larry Howell
Faculty Law Review Articles
No abstract provided.
Tiger Cub Strikes Back: Memoirs Of An Ex-Child Prodigy About Legal Education And Parenting,
2012
University of Colorado Law School
Tiger Cub Strikes Back: Memoirs Of An Ex-Child Prodigy About Legal Education And Parenting, Peter H. Huang
Publications
I am a Chinese American who at 14 enrolled at Princeton and at 17 began my applied mathematics Ph.D. at Harvard. I was a first-year law student at the University of Chicago before transferring to Stanford, preferring the latter's pedagogical culture. This Article offers a complementary account to Amy Chua's parenting memoir. The Article discusses how mainstream legal education and tiger parenting are similar and how they can be improved by fostering life-long learning about character strengths, emotions, and ethics. I also recount how a senior professor at the University of Pennsylvania law school claimed to have gamed the U.S. …
From Tiger Mom To Panda Parent,
2012
University of Colorado Law School
From Tiger Mom To Panda Parent, Peter H. Huang
Publications
This response to Yale Law Professor Amy Chua’s book, Battle Hymn of the Tiger Mother, complements a much longer and related article that is also in part a response to Chua’s book: Tiger Cub Strikes Back: Memoirs of an Ex-Child Prodigy About Legal Education and Parenting, 1 British Journal of American Legal Studies 297 (2012). This brief essay discusses the cultural differences between Chinese and Western views about education, learning, and parenting. This editorial draws on research in social psychology to analyze the stereotype of Asians and Asian Americans as being competent yet unsociable. Finally, this reflection draws …
