Taking Collective Action to Integrate the Law School Curriculum

Successfully dismantling the “separate but equal” paradigm to integrate Legal Research and Writing courses into the law school curriculum is a long-term proposition that is unlikely to succeed through a single campaign. At University of New Mexico, several negative hierarchical structures have stood in the way of curricular integration, including some surprising ones that arise from within the legal writing and research faculties. In this session, we’ll discuss these structures, the tools we are using to challenge them, and the successes we have experienced thus far

Haydn Doren\u27s Defense in the Court of the Jarl of Whiterun, Balgruuf the Greater

This paper is a look at an American Mock Trial Association scenario placed in the world of Skyrim. The piece applies legal concepts regarding forming narratives in the courtroom, something that is absolutely necessary to a jury trial. The unique scenario the trial was held in facilitated the explanation of the rules of evidence in the footnotes, and illustrates how the evidence was admitted to the court

What the Internet Age Means for Female Scholars

Is the Internet-driven transformation of legal scholarship good for the girls, or bad for the girls? Will it remove some of the handicaps that have dogged women\u27s efforts to join the ranks of scholarly superstars ? Or will it only increase the professional obstacles still faced by women in legal academia? In this short Essay, the author tries to predict some of the promises and perils that the Internet holds for women in the legal academy

Selecting and Designing Effective Legal Writing Problems

Legal research and writing courses are unlike most substantive first year law school classes in that they teach using the problem method. The success of a legal writing course depends on the quality of the problems. The purpose of this article is to provide some guidance for legal writing professors in designing legal writing problems. The article addresses (1) general considerations in problem design, (2) designing expository problems, (3) designing persuasive problems, and (4) sources of problems. In the first section, we discuss problem design as it relates to the overall goals for teaching the basic forms of legal analysis, legal writing, and research. In the section on designing expository problems, we discuss how to achieve these goals in the predictive section of the course, the section where students will master basic legal research and analysis. The persuasive writing section discusses the options in level of court, choice of jurisdiction, problem structure, and the materials necessary for a successful persuasive problem. Finally, we present a variety of sources for problem issues. The article presumes that the first half of the course is devoted to expository writing and the second half to persuasive writing skills