Fostering Diversity in the Legal Profession: A Model for Preparing Minority and Other Non-Traditional Students for Law School

Undergraduate institutions, on their own and in partnership with law schools, can and should play a more significant role in expanding the pool of law school applicants from non-traditional backgrounds. The Law and Diversity Program at Western Washington University was conceived out of this desire to prepare non-traditional students for the study of law and thereby help bring more diversity to the legal profession. This article discusses the model used by the Law and Diversity Program to prepare non-traditional students for law school and the program\u27s success in accomplishing its goals. It was the hope of the author to create a model program from which other institutions could borrow. The model is particularly well-suited for undergraduate institutions that can draw on the faculty, library, and other resources of a law school to enrich the program\u27s offerings. While the program focuses primarily on pre-law preparation for minority and other disadvantaged students, the article discusses how the model, or portions of it, may be applied successfully in preparing any group of students for law study

Fostering Diversity in the Legal Profession: A Model for Preparing Minority and Other Non-Traditional Students for Law School

Undergraduate institutions, on their own and in partnership with law schools, can and should play a more significant role in expanding the pool of law school applicants from non-traditional backgrounds. The Law and Diversity Program at Western Washington University was conceived out of this desire to prepare non-traditional students for the study of law and thereby help bring more diversity to the legal profession. This article discusses the model used by the Law and Diversity Program to prepare non-traditional students for law school and the program\u27s success in accomplishing its goals. It was the hope of the author to create a model program from which other institutions could borrow. The model is particularly well-suited for undergraduate institutions that can draw on the faculty, library, and other resources of a law school to enrich the program\u27s offerings. While the program focuses primarily on pre-law preparation for minority and other disadvantaged students, the article discusses how the model, or portions of it, may be applied successfully in preparing any group of students for law study

Brief of Amici Curiae Fred T. Korematsu Center for Law and Equality, Asian Bar Association of Washington, and Vietnamese American Bar Association of Washington

Civil Rights Amicus Brief Projec

Brief of Amici Curiae Fred T. Korematsu Center for Law and Equality, Asian Bar Association of Washington, South Asian Bar Association of Washington, and Washington Women Lawyers

Civil Rights Amicus Brief Projec

Sailing Through Designing Memo Assignments

Sailing and designing memo assignments have a lot in common. At first, both can seem overwhelming - so much to learn, so much to organize sequentially, and so much to get right in a short period of time. Mistakes mean instability, lost time, and possibly capsizing. Avoiding the mistakes, a good skipper can break through to clean water and good air, and teaching writing can be exhilarating. The students and teacher both benefit from and enjoy working with an ideal memo assignment. The process is critical, but the destination is key. No memo assignment is effective if it results in capsizing or getting lost. Memos are effective only when they help students meet the goals set for research, analysis, and writing. The three sections of this article provide concrete ideas for reaching the destination. The first section outlines the top ten mistakes in designing memo assignments. The top-ten designation refers not only to the importance of the mistake, but also to the frequency with which the mistake is made. The second section discusses the ideal assignment, and the third section presents strategies for working through the process of designing a memo. The completed memo assignment that appears in Appendix 2 illustrates concepts discussed in both sections two and three. Following the ideas in these three sections should lead to exhilarating sailing through legal writing for both teachers and students

Sailing Through Designing Memo Assignments

Sailing and designing memo assignments have a lot in common. At first, both can seem overwhelming - so much to learn, so much to organize sequentially, and so much to get right in a short period of time. Mistakes mean instability, lost time, and possibly capsizing. Avoiding the mistakes, a good skipper can break through to clean water and good air, and teaching writing can be exhilarating. The students and teacher both benefit from and enjoy working with an ideal memo assignment. The process is critical, but the destination is key. No memo assignment is effective if it results in capsizing or getting lost. Memos are effective only when they help students meet the goals set for research, analysis, and writing. The three sections of this article provide concrete ideas for reaching the destination. The first section outlines the top ten mistakes in designing memo assignments. The top-ten designation refers not only to the importance of the mistake, but also to the frequency with which the mistake is made. The second section discusses the ideal assignment, and the third section presents strategies for working through the process of designing a memo. The completed memo assignment that appears in Appendix 2 illustrates concepts discussed in both sections two and three. Following the ideas in these three sections should lead to exhilarating sailing through legal writing for both teachers and students

Amici Curiae Brief on Behalf of the Fred T. Korematsu Center for Law and Equality, the Asian Bar Association of Washington, the Pacific Northwest District of the Japanese American Citizens League, and the Vietnamese Bar Association of Washington, in Support of Petitioner

Civil Rights Amicus Brief Projec