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Abstract:
As the increasing incidence of autistic spectrum conditions makes its way into the United States consciousness, educators turn their thoughts to the process of teaching these differently-abled students. Students on the autistic spectrum, primarily with Asperger’s Syndrome, are entering law schools at an increasing rate. While having above-normal or normal intelligence, these students may experience difficulties interacting socially and interpreting communications, which presents challenges to the student entering law school and for those teaching him or her. In this Article, the author shares techniques she has developed in her endeavor over the past few years to become a better teacher to students with Asperger’s Syndrome.

legal education, autistic spectrum condition, autistic students, autism, Asperger’s Syndrome, disabilities, special education, higher education, social interaction, student-professor interaction

Abstract:
This article presents a model for an LL.M. preparatory course for international law students. The course is for nonnative speakers of English at the University of Pittsburgh School of Law. However, the same course could be the basis for an introduction to law and law school for native speakers preparing to enter law school or other legal studies at the graduate or undergraduate level. Students in the course have included visiting professors and students entering advanced degree programs such as J.S.D. and S.J.D. programs, which are equivalent to a Ph.D. program.

As the number of international students at U.S. law schools grows, law school communities can benefit from preparatory programs that adequately prepare international students for the language and cultural demands these students will face. General intensive language programs and linguistic programs focusing on English for Academic Purposes (EAP) are available, but they are not designed to address the unique needs of law students. A number of linguistic programs and U.S. law school programs exist, and law schools with international students should consider the pros and cons of sending students to an existing program or establishing their own in-house program.

The authors hope to generate further discussion about how to best prepare international students for the demands of a U.S. law school and the practice of law in a culturally diverse environment.

English for Lawyers, LL.M., preparatory course, international law students, introduction to law, introduction to law school, legal education, legal

Abstract:
In this Article, the author discusses one of her “best” classes, which evolved as legal writing students considered and decided a real case, using a brief submitted to one of the Pennsylvania appellate courts. Through panel deliberations as “judges,” the students quickly realized the advantage of a well-written brief and the detriment of a poorly written brief to attorneys and clients. Students also gained an understanding of the difference in tone and authority attributed to majority and dissenting opinions in cases as each panel voted on the outcome of the case. By experiencing the power of effective written and oral advocacy, students learned more about advocacy, perspective, tone, and professionalism than a lecture or reading could ever convey.

experiential learning, legal writing, opinion writing, appellate briefs, legal education, legal instruction LL.M., international law students

Abstract:
This article advocates for a teaching process that incorporates cultural learning and teaching in the classroom to assist international students in understanding U.S. law. It addresses the intimate connection between law and culture, and why it is difficult to separate the two. The paper explores the difficulties encountered by those societies attempting to merge foreign legal principles into their own legal systems without proper cultural understanding or implementation, and addresses why and how the teacher of U.S. law can make explicit and implicit cultural understanding part of the classroom experience. The author concludes by advocating that international students will be better able to adapt to U.S. legal and educational practices when the classroom is open to understanding their own cultures, and when the law teacher is able to contextualize U.S. law in everyday cultural life in the U.S. Law professors will also benefit by gaining knowledge and understanding about the social and legal cultures of the students they teach and by knowing that they have assisted their students in understanding not only U.S. law, but its context and cultural foundations.

cultural learning, cultural understanding, international law students, foreign legal principles, classroom, comparative learning, U.S. law, legal education