The Art of Assessment by Andrea Susnir FunkWhile law faculty have always assessed their students, law schools have never before been required to systematically assess their program of legal education to determine whether they are achieving their goals. With the new American Bar Association assessment standards in place, law schools must now do so. To many, this may seem like a herculean task, but it need not be. This book is designed to help make assessment accessible, sustainable, and meaningful to all law school constituencies. It shows how individual faculty members and their institutions can create a genuine culture of assessment through the shared goal of improving student learning.
Divergent Paths : The Academy and the Judiciary by Richard A. PosnerJudges and legal scholars talk past one another, if they have any conversation at all. Academics couch their criticisms of judicial decisions in theoretical terms, which leads many judges--at the risk of intellectual stagnation--to dismiss most academic discourse as opaque and divorced from reality. In Divergent Paths, Richard Posner turns his attention to this widening gap within the legal profession, reflecting on its causes and consequences and asking what can be done to close or at least narrow it. The shortcomings of academic legal analysis are real, but they cannot disguise the fact that the modern judiciary has several serious deficiencies that academic research and teaching could help to solve or alleviate. In U.S. federal courts, which is the focus of Posner's analysis of the judicial path, judges confront ever more difficult cases, many involving complex and arcane scientific and technological distinctions, yet continue to be wedded to legal traditions sometimes centuries old. Posner asks how legal education can be made less theory-driven and more compatible with the present and future demands of judging and lawyering. Law schools, he points out, have great potential to promote much-needed improvements in the judiciary, but doing so will require significant changes in curriculum, hiring policy, and methods of educating future judges. If law schools start to focus more on practical problems facing the American legal system rather than on debating its theoretical failures, the gulf separating the academy and the judiciary will narrow.
The Doctrine-Skills Divide by Linda EdwardsCalls to reform legal education argue for increasing skills courses and for adding skills components to existing doctrinal courses. Doctrinal teachers naturally resist. The argument asks them to give up curricular space and syllabus time in order to advance the teaching goals of someone else¿s course. But what if doctrinal and skills courses are not naturally occurring categories at all, but rather subjective groupings of our own creation? What if skills teaching is actually an inherent part of deep doctrinal learning? This book dismantles the theoretical legitimacy of the doctrine-skills divide, identifies its unnecessary negative entailments, and suggests better alternatives.
Experiential Education in the Law School Curriculum by Emily Grant; Sandra Simpson; Kelly TerryThe mandate for more experiential education raises a fundamental question for law teachers: how do we design and provide these learning opportunities for our students? This book offers answers to that question. Organized into four sections, it discusses specific techniques for incorporating various forms of experiential education into the law school curriculum, ranging from discrete modules of experiential instruction to complete curriculum reform. Section I provides the foundation for making curricular changes, with chapters providing guidance on building both institutional and student support for experiential education. Section II explores the spectrum of experiential education, starting with chapters that explain experiential modules and classroom exercises that can be included in first-year and upper-level courses before moving to chapters that describe and explain immersive learning experiences such as course-long simulations and semester-in-practice programs, culminating in chapters focusing on complete curriculum reform. Section III describes programs that offer experiential learning opportunities outside of the regular curriculum. Section IV concludes the book, offering online resources for experiential education and guidance on how to provide experiential education in an online format.
Law and Leadership by Paula Monopoli (Editor); Susan McCarty (Editor)Leadership includes the ability to persuade others to embrace one's ideas and to act upon them. Teaching law students the art of persuasion through advocacy is at the heart of legal education. But historically law schools have not included leadership studies in the curriculum. This book is one of the first to examine whether and how to integrate the theory and practice of leadership studies into legal education and the legal profession. Interdisciplinary in its scope, with contributions from legal educators and practitioners, the book defines leadership in the context of the legal profession and explores its challenges in legal academia, private practice, and government. It also investigates whether law students need to study leadership and, if they should, why it should be offered as part of the curriculum. Finally, it considers how leadership should be taught and how it should be integrated into classes. It evaluates new leadership courses and the adaptation of existing courses to reflect on how to effectively blend law and leadership in doctrinal, clinical, and experiential classrooms. The book includes a foreword by Pulitzer Prize-winning historian and noted leadership scholar, James MacGregor Burns and a foundational essay by prominent leadership scholar and one of the founders of the International Leadership Association, Georgia Sorenson. It will be a valuable resource to anyone interested in leadership, education policy and legal ethics.
Planning for Effective Legal Instruction by Vernellia RandallThis workbook guides both new and experienced teachers in the steps of course design and through a process of self-reflection and decision-making so that they can be more effective teachers. It begins by helping teachers identify the primary goals and missions of their law schools, their beliefs about legal education, and their beliefs about teaching the law. Randall then helps teachers explore the factors that influence the decisions they will make during course planning, the sources they will use for teaching advice, and their overall approaches to their courses. The book ushers teachers through the various decision points in course planning: establishing course goals and objectives; selecting and arranging the content and skills to be taught; determining students learning characteristics; selecting materials and resources, including caselaw; identifying appropriate teaching methods, including collaborative methods and online technology; and revising the course.
Reforming Legal Education by David M. Moss; Debra Moss CurtisContents: Legal education at the crossroads / David M. Moss -- Washington and Lee University School o fLaw : reforming the third year of law school / Lyman Johnson, Robert Danforth, and David Millon -- Curriculum reforms at Washburn University School of Law / Michael Hunter Schwartz and Jeremiah A. Ho -- Reforming the traditional curriculum at the University of Iowa College of Law / Brian R. Farrell -- Nova Southeastern University Shepard Broad Law Center Curriculum Mapping Project / Debra Moss Curtis and David M. Moss -- Promoting Experiential Learning at Golden Gate University School of Law through curriculum reform / Rachel A. Van Cleave -- Creating an outcomes-based curriculum at Charlotte School of Law / Cynthia F. Adcock -- The Learning -centered education at Western State College of Law / Paula Manning -- Leveraging academic support programs for innovative teaching methods across the curriculum / Rebecca C. Flanagan -- Essential elements for the reform of legal education / David M. Moss and Debra Moss Curtis.
This guide, intended for law school administrators and faculty, will walk you through the process step by step, answering questions, giving tips on best practices, and, perhaps most important, providing you with an action list for developing your school's assessment planning strategy. Our goal is for you to finish this guide with a completed assessment plan in hand and an appreciation of how you can use outcomes assessment to enhance your students' learning experience.
Teaching law by design : engaging students from the syllabus to the final exam by Michael Hunter Schwartz; Sophie Sparrow; Gerald F. HessProfessors Michael Hunter Schwartz, Sophie Sparrow, and Gerry Hess, leaders in legal education, have collaborated to offer a second edition of their book. Applying the research on teaching and learning, this book guides new and experienced law teachers through the process of designing and teaching a course. The book addresses how to plan a course; design a syllabus; plan individual class sessions; engage and motivate students; use a variety of teaching techniques; assess student learning; and how to be a life- long learner as a teacher. New chapters focus on creating lasting learning, experiential learning, and troubleshooting common teaching challenges.
Techniques for Teaching Law 2 by Gerald F. Hess; Steven I. Friedland; Michael Hunter Schwartz; Sophie SparrowDesigned for law teachers who want to improve their teaching and students learning, this book offers general teaching principles and dozens of concrete ideas. The first two chapters present foundational principles of learning and instruction as well as insights from students. The next 12 chapters address classroom dynamics, technology, questioning, discussion, collaborative learning, experiential learning, feedback, assessment, and continued development for teachers. Each of these 12 chapters introduces the topic based on educational research and then offers classroom-tested exercises, approaches, material, and methods contributed by veteran teachers. The co-authors/editors, Gerald Hess (Gonzaga), Steven Friedland (Elon), Michael Hunter Schwartz (Washburn), and Sophie Sparrow (New Hampshire) are experts in legal education pedagogy. Techniques for Teaching Law 2 retains the format of the first volume, but introduces new content and new ideas that instructors of any level and background will find useful.
What the Best Law Teachers Do by Michael Hunter Schwartz; Gerald F. Hess; Sophie M. SparrowWhat makes a great law professor? The first study of its kind, What the Best Law Teachers Do identifies the methods, strategies, and personal traits of professors whose students achieve exceptional learning. This pioneering book will be of interest to any instructor seeking concrete, proven techniques for helping students succeed. What the Best Law Teachers Do introduces readers to twenty-six professors from law schools across the United States. These instructors are renowned for their exacting standards: they set expectations high, while also making course requirements--and their belief that their students can meet them--clear from the outset. They demonstrate professional behavior and tell students to approach class as they would their future professional life: by being as prepared, polished, and gracious as possible. And they prepare themselves for class in depth, even when they have taught the course for years. The best law professors understand that the little things matter. They start class on time and stay afterward to answer questions. They learn their students' names and respond promptly to emails. These instructors are all tough--but they are also committed, creative, and compassionate mentors. With its close-to-the-ground accounts of exceptional educators in action, What the Best Law Teachers Do offers insights into effective pedagogy that transcend the boundaries of legal education.
Call Number: Proquest Ebook Central
Publication Date: 2013
Best Practices for Legal Education by StuckeyContents: Reasons for developing a statement of best practices -- Best practices for setting goals for program instruction -- Best practices for organizing the program of instruction -- Best practices for delivering instruction, generally -- Best practices for experiential courses -- Best practices for non-experiential teaching methods -- Best practices for assessing student learning -- Best practices for assessing institutional effectiveness -- Components of a "model" best practices curriculum -- The road ahead.
The Law Professor's Handbook by Madeleine Schachter"The Law Professor's Handbook: A Practical Guide to Teaching Law offers insights into designing courses, conducting classes, evaluating both faculty and students, and interacting with students."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Teaching Law by Nelson MillerWhile there are many good books to aid those seeking a career in teaching, Miller's work seeks to fill the vacuum that currently exists in law teaching specifically. The 14 chapters, which follow a typical 14-week law school term, include the following topics: Course Objectives, Syllabi, Lectures, Socratic Method, Differentiating Instruction, Integrating Instruction, Assessment, Multiple Choice Questions, Essay Questions, and Scoring and Grading. There is also a beginning chapter on Pedagogy to help law professors appreciate the various theoretical schools on education and the history of law teaching, and a concluding chapter on Teaching Vision. The book also includes "Reflections"; short outtakes throughout the work which encourage the reader to pause and reflect on what he or she just read, as well as "Exercises" at the end of each chapter to help reinforce what one has just read. Finally, but just as importantly, Vickie Eggers has created a CD that accompanies this book. In it, she uses a Powerpoint presentation to illustrate each chapter of the book in a way that further enhances the reader's comprehension of the overall work.
Whether a lawyer considering entry into the field of teaching law or a seasoned law professor, Miller's work provides exceptional guidance, advice, and tips to help one reach his or her potential as a legal instructor.
This multimedia collection includes a paperback book plus CD. Use of the CD requires Microsoft Powerpoint on the end-user's computer (Powerpoint is NOT included as a part of this CD). Contents of the CD are for individual use and may not be added to a network that allows simultaneous access to the CD's contents.