National Security Pedagogy: The Role of Simulations

This article challenges the dominant pedagogical assumptions in the legal academy. It begins by briefly considering the state of the field of national security, noting the rapid expansion in employment and the breadth of related positions that have been created post-9/11. It considers, in the process, how the legal academy has, as an institutional matter, responded to the demand. Part III examines traditional legal pedagogy, grounding the discussion in studies initiated by the American Bar Association, the Carnegie Foundation, and others. It suggests that using the law-writ-large as a starting point for those interested in national security law is a mistake. Instead, it makes more sense to work backwards from the skills most essential in this area of the law. The article then proposes six pedagogical goals that serve to distinguish national security law: (1) understanding the law as applied, (2) dealing with factual chaos and uncertainty, (3) obtaining critical distance—including, inter alia, when not to give legal advice, (4) developing nontraditional written and oral communication skills, (5) exhibiting leadership, integrity, and good judgment in a high-stakes, highly-charged environment, and (6) creating continued opportunities for self-learning. Equally important to the exercise of each of these skills is the ability to integrate them in the course of performance. These goals, and the subsidiary points they cover, are neither conclusive nor exclusive. Many of them incorporate skills that all lawyers should have—such as the ability to handle pressure, knowing how to modulate the mode and content of communications depending upon the circumstances, and managing ego, personality, and subordination. To the extent that they are overlooked by mainstream legal education, however, and present in a unique manner in national security law, they underscore the importance of more careful consideration of the skills required in this particular field. Having proposed a pedagogical approach, the article turns in Part IV to the question of how effective traditional law school teaching is in helping to students reach these goals. Doctrinal and experiential courses both prove important. The problem is that in national security law, the way in which these have become manifest often falls short of accomplishing the six pedagogical aims. Gaps left in doctrinal course are not adequately covered by devices typically adopted in the experiential realm, even as clinics, externships, and moot court competitions are in many ways ill-suited to national security. The article thus proposes in Part V a new model for national security legal education, based on innovations currently underway at Georgetown Law. NSL Sim 2.0 adapts a doctrinal course to the special needs of national security. Course design is preceded by careful regulatory, statutory, and Constitutional analysis, paired with policy considerations. The course takes advantage of new and emerging technologies to immerse students in a multi-day, real-world exercise, which forces students to deal with an information-rich environment, rapidly changing facts, and abbreviated timelines. It points to a new model of legal education that advances students in the pedagogical goals identified above, while complementing, rather than supplanting, the critical intellectual discourse that underlies the value of higher legal education

The Vienna Diplomatic Program: Goals and Outcomes in a Non-Traditional Study Abroad Program

The University of Illinois??? Vienna Diplomatic Program provides a nontraditional, semester-long study abroad opportunity for students interested in international organizations. It is grounded in a philosophy of experiential learning that combines study abroad and learning-by- doing in a capstone research project. The VDP is one of several programs using the administrative auspices of the University???s Austria-Illinois Exchange Program for its infrastructure. Students in the VDP may take English-language courses on international relations at our Vienna partner universities, or take German-language courses if their skills are sufficiently advanced. While in Vienna, each student writes a major research paper on one of the international organizations in Vienna. The Organization for Security Cooperation in Europe, the Organization of Petroleum Exporting Countries, the United Nations Commission on International Trade Law, and the European Union have been the most popular subjects for research. Students report very high levels of satisfaction with the program. Students tend to come from political science, economics, and history, and appreciate having a study abroad program with a social-science and public policy focus. Student satisfaction is evident in the important role of word-of-mouth in publicizing the program. Graduates have gone on to both research-oriented and policy-oriented positions. Another group seems to have benefited from immersion into the transnational community of the expatriate, leading them to careers based on cross-cultural exchange and globalized society. Because the program is less than ten years old, we do not yet know its effect on the long-term career paths of its alumni.published or submitted for publicationnot peer reviewe

Engaging Outside Counsel in Transactional Law Clinics

This article examines the plurality of objectives and methods by which transactional law clinics collaborate with outside attorneys to competently represent their organizational clients on a wide range of legal issues. Some transactional law clinics rely on outside counsel as informal legal advisors or consultants; others collaborate with outside counsel for the development of community projects or referral of legal work; many transactional law clinics engage outside counsel as “local counsel” when assisting a client in other jurisdictions or internationally; still others engage outside counsel more formally to assist in student supervision of client work. For some, the idea of a clinic working with outside counsel poses a credible threat to clinical pedagogy, clinical faculty status, and the permanent integration of clinics into the law school curriculum. To others, collaborating with outside counsel is a part of everyday client representation, and may be necessary for ethical and professional responsibility reasons. While identifying and discussing the import of these concerns, this article asserts the benefits of collaborating with outside attorneys for law school clinical programs and proposes a framework for deciding whether and how to collaborate with outside attorneys. Specifically, this article sets forth a deliberate and systematic decision-making process for the clinical law professor’s use. The decision-making process proposed is context-specific and dependent on the objectives of the clinical law professor. This article further recommends proactive steps that a clinical law professor can take to facilitate the clinical law professor’s objectives if she decides to engage outside counsel, such as entering into a Memorandum of Understanding to solidify roles and responsibilities of all parties involved in the collaboration. While this article examines collaboration with outside counsel primarily through the lens of transactional law based clinical programs, our discussion provides helpful guidance to law school clinical programs generally

Semester at Sea IMPACT Service-Learning Scholarship Program

Service-learning has become a highly popular approach to increasing experiential learning, expanding study abroad, and supporting the trend in the internationalization of higher education. There are many challenges arising around the use of service-learning in international study abroad contexts. There is no agreed upon definition of service-learning, which makes it difficult to distinguish it from other forms of international education, volunteerism, community service or charity. International service-learning by its very nature takes place in fragile communities and with people who need assistance or service, due mostly to poverty. There is limited research and assessment of how international service-learning programs impact local communities. Many of these programs lack insight into the ethical, economic, personal, and social negative effects that service-learning has on the population they are meant to serve. The remodeled Semester at Sea IMPACT Scholarship Program has been designed to encourage awardees to reflect on their own personal experiences while fostering an expanded awareness of cultural respect, proper conduct in fragile environments, and an understanding of the service-learning spectrum. The IMPACT Scholarship Program puts the power into the students’ hands to decide what social challenges they want to focus their learning on. It assists Semester at Sea participants to inquire and reflect on personal motivations for participating in these types of programs, and possible positive and negative outcomes

Across the Bridge: A story of community, sociality, and art education

The article examines the planning, development, and outcome of an experiential learning project that brought together undergraduate studio art students and the workers of a power plant about to shut down. As one of the instructors for the project, I reflect on how our emergent pedagogical methods interfaced or conflicted with students interests, and plant employees. Principles of phenomenological research inspired my early steps to the study. However, its operative conceptual framework follows the thoughts of socially engaged artists Suzanne Lacy (2010) and Pablo Helguera (2011), guiding an analysis of the relationships between students and workers with instructors as observer-participants. I investigate how these roles and relations developed through different modalities that ranged from familial sentiments to memorializing impulses, including the industrial conditions that inspired various sensual and aesthetic student responses. I argue that the production of artwork as autonomous objects, which constituted the self-evident outcome of this community-focused experience, contributed only a transactional materiality to the project, and that the relational exchanges from which transformative experiences originated, offered unrivaled creative possibilities.Published versio

Relational aggression and adventure-based counselinga critical analysis of the literature

Includes bibliographical references

Cross-Cultural Leadership: Best Practices In Multinational Graduate Education

The international security environment depends in part on professional military leaders with the knowledge, skills and attributes to execute a broad range of leadership communication, collaboration and negotiations with counterparts in complex international and intercultural settings. If higher education is the path to cognition, metacognition, motivation and behavior, then it may be an effective instrument for developing leadership readiness for a range of international/inter-cultural tasks. This study explores US military leaders’ perceptions about graduate-level, senior professional military education alongside foreign military officers at the U.S. Army War College as an influence on readiness for decision-making, cultural adaptation, and task performance in a cross-cultural leadership context. Five findings suggest the influence of a collaborative multinational graduate education setting on US leaders’ cross-cultural competence. Best practices based on theory-based analysis of graduate interviews include institutional guidance linking cultural agility and professional purpose; direct and meaningful engagements; skillful faculty facilitation; cultural immersion-like effects through multiple cross-cultural experiences; and experiential learning that challenges and reframes mental models

Not So Bizarre Foods: Exploring the historical and cultural traditions behind the foods of France, Germany, and Italy

Not So Bizarre Foods is a summer-term program designed for upper-level Culinary Arts students from Johnson and Wales University, Providence. Unlike other programs serving students in the Culinary Arts, this unique model includes multiple locations and an internship. The proposed program features three month-long modules based in Lyon, France; Munich, Germany; and Naples, Italy allow for comparison across locations. Drawing from the theoretical frameworks of Kolb, Vygotsky, and Mezirow, the experiential, transformative curricular design combines an academic seminar, a practical seminar, and an internship placement, emphasizing the interplay between history, culture, and culinary tradition, a concept inspired by the popular Travel Channel show, Bizarre Foods with Andrew Zimmern

Nonprofit Leadership: A Sampler of Networks, Fellowships, and Workshops

The Leadership Working Group of the Nonprofit Congress (a major initiative of the National Council of Nonprofit Associations) began meeting in February 2007 to examine the status of leadership development throughout the nonprofit sector and attempt to draw conclusions based on what they observed. The product of their research is the report Nonprofit Leadership: A Sampler of Networks, Fellowships, and Workshops. The purpose of this document is to provide information and guidance to those building or growing leadership programs. It includes qualitative reviews of 12 leadership programs throughout the country. This report was just the first step in a larger effort to identify the leadership needs of the sector and provide resources to help fill those needs. The Leadership Working Group has also developed curriculum pieces for nonprofits to use in encouraging intergenerational dialogue and building leadership among all staff. This document, titled "Work With Me: Intergenerational Conversations for Nonprofit Leadership," seeks to provide a means for nonprofit staffers of all generations to discuss the organizational, structural, and emotional barriers to true leadership transfer. For more information on that document, please visit our website: http://www.nonprofitcongress.org/workwithme