Table of Contents

Designing a Transactional Law Clinic for Life-Long Learning

Patience A. Crowder, University of Denver Sturm College of Law

The Relationship between Class Participation and Law Students' Learning, Engagement and Stress: Do Demographics Matter?

Anna Huggins, University of New South Wales Faculty of Law
Alex Steel, University of New South Wales (UNSW) - Faculty of Law

An Active Learning Approach to Teaching Tough Topics: Personal Jurisdiction as an Example

Cynthia M. Ho, Loyola University of Chicago School of Law
Angela Upchurch, Southern Illinois University at Carbondale - School of Law
Susan M. Gilles, Capital University - Law School

Where Have You Gone, Judicial Process?

Bradley Scott Shannon, Florida Coastal School of Law


"Designing a Transactional Law Clinic for Life-Long Learning" Free Download
19 LEWIS & CLARK L. REV. 413 (2015)
U Denver Legal Studies Research Paper No. 16-24

PATIENCE A. CROWDER, University of Denver Sturm College of Law

This article makes an important contribution to existing clinical scholarship generally, and, more specifically, to scholarship about transactional lawyering and transactional law clinics. It is one of the first articles to detail transactional clinic design and is particularly important as the number of transactional clinics continues to increase and more articles about transactional clinical scholarship are published. This article serves as a blueprint for the start or redesign of a transactional clinic. Drawing from the author’s start-up expertise, this article identifies the concepts that are unique to and essential for effective transactional clinic design. In addition to proposing best practices for transactional clinic design, this article focuses on the unique utility of transactional law clinics to teach professional development and identity to law school students — an articulated apprenticeship in the oft-cited 2007 Carnegie Foundation Report. The article demonstrates these points through an analysis of teaching law school students the reflective skill of self-regulated learning, which emphasizes for students the way they learn as opposed to what they learn.

"The Relationship between Class Participation and Law Students' Learning, Engagement and Stress: Do Demographics Matter?" Free Download
Field, Rachael M., Duffy, James, & James, Colin (Eds.) Promoting Law Student and Lawyer Well-being in Australia and Beyond. Ashgate, Farnham, Surrey, 2016

ANNA HUGGINS, University of New South Wales Faculty of Law
ALEX STEEL, University of New South Wales (UNSW) - Faculty of Law

Student participation in the classroom has long been regarded as an important means of increasing student engagement and enhancing learning outcomes by promoting active learning. However, the approach to class participation common in U.S. law schools, commonly referred to as the Socratic method, has been criticised for its negative impacts on student wellbeing. A multiplicity of American studies have identified that participating in law class discussions can be alienating, intimidating and stressful for some law students, and may be especially so for women, and students from minority backgrounds. Using data from the Law School Student Assessment Survey (LSSAS), conducted at UNSW Law School in 2012, this Chapter provides preliminary insights into whether assessable class participation (ACP) at an Australian law school is similarly alienating and stressful for students, including the groups identified in the American literature. In addition, we compare the responses of undergraduate Bachelor of Laws (LLB) and graduate Juris Doctor (JD) students.

The LSSAS findings indicate that most respondents recognise the potential learning and social benefits associated with class participation in legal education, but remain divided over their willingness to participate. Further, in alignment with general trends identified in American studies, LLB students, women, international students, and non-native English speakers perceive they contribute less frequently to class discussions than JD students, males, domestic students, and native English speakers, respectively. Importantly, the LSSAS indicates students are more likely to be anxious about contributing to class discussions if they are LLB students (compared to their JD counterparts), and if English is not their first language (compared to native English speakers). There were no significant differences in students’ self-reported anxiety levels based on gender, which diverges from the findings of American research.

"An Active Learning Approach to Teaching Tough Topics: Personal Jurisdiction as an Example" Free Download
65 Journal of Legal Education 772, 2016, Forthcoming

CYNTHIA M. HO, Loyola University of Chicago School of Law
ANGELA UPCHURCH, Southern Illinois University at Carbondale - School of Law
SUSAN M. GILLES, Capital University - Law School

This article illustrates how an active-learning approach to teaching and learning tough topics is beneficial for students and teachers alike. Personal jurisdiction is used as an illustrative tough topic, although the recommended strategies can be adapted for use in any course. The article focuses on how the authors have effectively enhanced student learning of personal jurisdiction at three different schools by providing context to personal jurisdiction and adopting active-learning exercises before, during and after class. Context is provided with guided reading of key cases, as well as videos. Active-learning exercises involve a variety of methods, including interactive questions and explanations before, during and after class; these include “clicker? questions as well as questions that can be done as part of a quiz on TWEN. The article provides specific steps for implementation that can be used by faculty teaching with any casebook at little to no cost and with varying degrees of technical intervention. The article also provides practical strategies drawn from the authors’ experience teaching personal jurisdiction, as well as challenging topics in other courses.

Samples of some of the materials used by the authors are included in the Appendix.

"Where Have You Gone, Judicial Process?" Free Download
Fordham Law Review Res Gestae, Vol. 84, 2016

BRADLEY SCOTT SHANNON, Florida Coastal School of Law

This essay makes an argument for including "Judicial Process" pedagogy in the modern law school curriculum.


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Law Educator: Courses, Materials & Teaching eJournal

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