Teacher, Coach, Cheerleader, and Judge: Promoting Learning through Learner-Centered Assessment

The author explores the importance of learner-centered assessment and feedback in legal research instruction, and encourages legal research teachers to assist their students\u27 quest to acquire practical legal research abilities by transitioning into the roles of coach, cheerleader, and judge

Continuing Development: A Snapshot of Legal Research and Writing Programs through the Lens of the 2002 LWI and ALWD Survey

This article summarizes the findings of the 2002 survey and highlights significant changes and trends in the operation of legal research and writing programs across the country

Continuing Development: A Snapshot of Legal Research and Writing Programs through the Lens of the 2002 LWI and ALWD Survey

This article summarizes the findings of the 2002 survey and highlights significant changes and trends in the operation of legal research and writing programs across the country

Continuing Development: A Snapshot of Legal Research and Writing Programs through the Lens of the 2002 LWI and ALWD Survey

This article summarizes the findings of the 2002 survey and highlights significant changes and trends in the operation of legal research and writing programs across the country

Important” and “Irreversible” but Maybe Not “Unreviewable”: The Dilemma of Protecting Defendants’ Rights Through the Collateral Order Doctrine

This articles addresses the collateral order doctrine beginning with its inception in Cohen v. Beneficial Industrial Loan Corp., and continuing through an overview of theCourt\u27s civil collateral order jurisprudence illustrating the development of the requirements for attaining appellate review under the doctrine. It examines the role of important rights in the Court\u27s collateral order cases and attempts to determine whether importance is an additional requirement of the collateral order test. The author seeks to define what the Court means by an important right or issue, and to explain the view that some rights are sufficiently important to outweigh costs of piecemeal appeals. The author considers the unreviewability requirement of the collateral order doctrine, specifically what constitutes an unreviewable order under the doctrineand what, if anything, is the distinction between an unreviewable order and an order that leads to irreversible harm. Finally, the author examines the most recent casein which the Court discussed and applied the collateral order doctrine, Sell v. United States, contending that both the majority\u27s markedly broad reading and the dissent\u27s highly restrictive view of both the collateral order doctrine\u27s requirements and its application to pre-trial involuntary medication orders are inconsistent with and further complicate the Court\u27s prior collateral order jurisprudence. Finally, the author proposes a way that the collateral order doctrine could be applied in the involuntary medication setting while upholding the doctrine\u27s narrow application and furthering the policies behind the final judgment rule

Expanding Our Classroom Walls: Enhancing Teaching and Learning Through Technology

The authors examine the reasons why law faculty should implement technology into the legal education experience, provide a brief overview of the learning theory supporting technology, discuss the thoughtful use of technology, and describe four specific projects they have used in their classrooms to aid in student learning

Expanding Our Classroom Walls: Enhancing Teaching and Learning Through Technology

The authors examine the reasons why law faculty should implement technology into the legal education experience, provide a brief overview of the learning theory supporting technology, discuss the thoughtful use of technology, and describe four specific projects they have used in their classrooms to aid in student learning

Clients, Empathy, and Compassion: Introducing First-Year Students to the Heart of Lawyering

In this piece I explore the need for instruction and experience with the heart of law practice within the first year of law school. According to the report on legal education prepared by the Carnegie Foundation, the two major limitations in American legal education are 1) a lack of attention to practical education, including a marked lack of understanding client problems, and 2) failure to support development of ethical and social skills. With the release of this report it is likely that law school faculties throughout the United States will be looking at their curricula to see how to better fill these gaps and better prepare the students to be practicing lawyers rather than legal scholars. This presents an important opportunity for law faculty, many of whom already recognize that legal education means more than teaching students the complexities of legal analysis, often referred to as how to think like a lawyer, but also how to communicate, work with people, and advocate for their clients like lawyers do. But, what they may not recognize is that they are also perfectly suited to teach the heart of lawyering. Whether it is helping students to see their clients as real people with real problems or helping students to realize that empathy and compassion are critical for successful law practice, the first year of law school is the ideal place to begin to fill this gap in legal education

“The Irresistible Force Meets the Immovable Object": When Antidiscrimination Standards and Religious Belief Collide in ABA-Accredited Law Schools

50 p.This Article provides an overview of the conflict between religiously affiliated law schools and the nondiscrimination ideals espoused by the ABA standards and the GLBT community with regard to sexual orientation. In addition, it considers whether both interests can be fully served within a law school community or whether one interest must take precedence. Part I introduces the applicable ABA Standards that govern accreditation of American law schools and gives a brief overview of the creation and evolution of the antidiscrimination standard. Part II explores the First Amendment’s implied right of expressive association— a right that religiously affiliated law schools will likely invoke in adjudication of the conflict. Part III attempts to answer the question of whether the implied right of expressive association permits a religiously affiliated law school to adopt codes of conduct for students and faculty that might exclude practicing homosexuals from employment, and concludes that the First Amendment would protect such action