Teaching Written Advocacy in a Law Clinic Setting

Written advocacy is a critical lawyering skill and vital component of student work in many clinics. This is certainly true in appellate advocacy and policy-based clinics, such as my own focused on human rights advocacy. Teaching written advocacy requires a deliberate and thoughtful pedagogy, just as with other aspects of clinical teaching. There is a rich literature on teaching legal writing, but only sparse discussion of its applicability in the fast-paced law clinic setting, where written products have real world consequences and need to be of high quality. This article delves into this literature and argues that written advocacy consists of three core components: writing strategically, writing logically, and writing with heart. Teaching written advocacy thus entails supporting students in shifting into a mindset of persuasive writing, strengthening argument coherence, and developing narratives that resonate with an audience. This article then proposes supervision and feedback methods to strengthen each core component, identifying lessons from the literature for the law clinic context, as well as engaging in self-reflection and assessment of techniques with which our Human Rights Clinic is currently experimenting

[Catalogue of the State Teachers College at Salem]: 1954-1956

The catalog contains information on students, faculty, courses of study (including course descriptions), rules and regulations, and admission.https://digitalcommons.salemstate.edu/college_catalogs/1042/thumbnail.jp

Critical thinking, problem solving : a unified framework for teaching a process approach.

This dissertation presents a unified framework to teach critical thinking and problem solving in a sixth grade computer classroom. In the context of this framework, problem solving is viewed as a critical thinking skill that also incorporates application of other critical thinking skills. Through a review of literature of critical thinking, problem solving, writing, Logo, simulations, and other related areas of study, we derive instructional principles important to consider when formulating a pedagogy to teach critical thinking/problem solving in a 6th grade computer classroom. We then present a rationale for a unified framework to teach critical thinking/problem solving and describe the said framework, titled, TACTICS (Tools ((to)) Assimilate Critical Thinking in Classroom Subjects). A process approach is advocated that includes an emphasis on the development of metacognition and an inquisitive spirit, the application of a general problem solving approach, and the use of specific heuristics. Through conscious use of critical thinking skills when applying problem solving strategies, students can learn to strengthen critical thinking and problem solving skills and come to see how the same general skills are used in a variety of circumstances. Eight instructional principles are suggested to teach critical thinking skills and to promote their generalization to other subject areas. These are supported by four problem solving tools designed to aid students in connecting their problem solving experiences in one area to their work in other subject areas. These tools are: Polya Four-Step General Problem Solving Approach, The Heuristic Bank, Student and Teacher-Made Reference Manuals and Students\u27 Journals. A curriculum resource book is included that demonstrates how the use of the TACTICS model can build critical thinking and problem solving skills when studying Logo, when writing or when using a simulation. Included are examples of curriculum unit and instructions for teachers to design their own curriculum units in their subject areas

Ouachita College Catalogue 1935-1936

https://scholarlycommons.obu.edu/catalogs/1082/thumbnail.jp

Integration of Virtual Programming Lab in a process of teaching programming EduScrum based

Programming teaching is a key factor for technological evolution. The efficient way to learn to program is by programming and hard training and thus feedback is a crucial factor in the success and flow of the process. This work aims to analyse the potential use of VPL in the teaching process of programming in higher education. It also intends to verify whether, with VPL, it is possible to make students learning more effective and autonomous, with a reduction in the volume of assessment work by teachers. Experiments were carried out with the VPL, in the practical-laboratory classes of a curricular unit of initiation to programming in a higher education institution. The results supported by the responses to surveys, point to the validity of the model

An Evaluation of the Effectiveness of Science Field Trips and Hands-On Classroom Activities

This report presents an evaluation of the effectiveness of science field trips and hands-on classroom activities offered and coordinated by the Maria Mitchell Association (MMA). Through our analysis of focus groups, interviews, observations, and surveys, we conclude that the programs are effective in meeting the goals of local teachers. Nevertheless, we make several recommendations, including the implementation of a teacher-provider summit and other professional development activities. We developed a quick and easy evaluation tool for the MMA to gauge the relative success of future field trips and to identify how to improve them

A Way of Proceeding: Ethical Decision-Making for Management Students at Jesuit Colleges

This textbook includes assignments (group and individual) suggested readings, and lectures for a 7 week course in Ethical Decision making. Although it was designed for an MBA program, the content has been adapted for other students and programs. Also included in the appendix is the full text for Management Exercises, a professional and spiritual development formation program based on the Spiritual Exercises that accompanies students and can be offered as a co-curricular or for credit. The content is designed to be built online on a Canvas platform. Kimberly Rae Conner is a Professor of Ethics in the School of Management at the University of San Francisco. She has a PhD in religion and literature and has published widely on African American religious life and cultural production, multicultural pedagogy, and Ignatian Spirituality. This work was made possible by the Open Education pilot grant at Gleeson Library | Geschke Center.https://repository.usfca.edu/faculty_books_all/1059/thumbnail.jp

A Way of Proceeding: Ethical Decision-Making for Management Students at Jesuit Colleges

This textbook includes assignments (group and individual) suggested readings, and lectures for a 7 week course in Ethical Decision making. Although it was designed for an MBA program, the content has been adapted for other students and programs. Also included in the appendix is the full text for Management Exercises, a professional and spiritual development formation program based on the Spiritual Exercises that accompanies students and can be offered as a co-curricular or for credit. The content is designed to be built online on a Canvas platform. Kimberly Rae Conner is a Professor of Ethics in the School of Management at the University of San Francisco. She has a PhD in religion and literature and has published widely on African American religious life and cultural production, multicultural pedagogy, and Ignatian Spirituality. This work was made possible by the Open Education pilot grant at Gleeson Library | Geschke Center.https://repository.usfca.edu/faculty_books_2020/1006/thumbnail.jp

Listening to Voices of Exceptional Students to Inform Art Pedagogy

This study explored the pedagogical practices that fostered engagement for seven participants with physical disabilities and in some cases multiple exceptionalities who successfully earned a credit in a high school Visual Arts course. It answered the key question: What can art educators learn from students\u27 stories of art education that would better enable art educators to enact a pedagogy that engages students with disabilities in the Visual Arts classroom? A narrative inquiry methodology was employed to gather stories and art work from these key informants acting as active agents in their own storied responses that were triangulated with field notes from the researcher’s own “lived-experience” and the literature surrounding the topic. The researcher draws from literacy engagement theory purporting that art is a language that can be used to engage students with physical disabilities if careful consideration is given to media employed, contemporary art education practices, teacher and student relationship including the teacher’s perspective of students with disabilities, and Universal Design for Learning concepts in classroom organization. Due to the fine motor control issues, students with disabilities in this study prefer more fluid media involved in the discipline of sculpture, painting, printmaking, or new media to create projects where the subject matter and artistic expression are ultimately self-determined. The findings of this thesis may be applied to all subject areas as they indicate that the teacher’s capacity to communicate effectively, have a flexible approach to accommodating curriculum content, possess problem-solving ability, and a positive personality, can be linked with student engagement for exceptional students in the classroom