"Collaborative Cross-Jurisdictional Teaching: NAFTA from a Tri-Lateral Perspective" Free Download
Ottawa Faculty of Law Working Paper No. 2015-5

J. ANTHONY VANDUZER, University of Ottawa - Common Law Section
STEPHEN T. ZAMORA, University of Houston Law Center

In the winter term of 2010, we each began teaching courses on the North American Free Trade Agreement (NAFTA) at our respective institutions in Canada, Mexico and the United States. Unlike in the past, however, this year we embarked on an experiment to see how NAFTA could be taught collaboratively. Our basic idea was that a substantial portion of each course would involve collaborative exercises, each of which would be designed by the three of us together and participated in by students in each class. We hoped to give ourselves a unique opportunity for professional collaboration, but, more importantly, to provide an enriched educational experience for our students. For students in each class, academic discussion of the trade agreement and the context in which it operates would be supplemented by interaction with and learning from students and faculty from the other two countries, such that students in each NAFTA country would benefit from an appreciation of their experiences and viewpoints. We believe (as do other experts in international economic law) that the “legal culture? of each NAFTA country influences the ways in which the NAFTA regime operates. By “legal culture? we mean not only the formal legal institutions and norms that operate in a society, but also the historical, linguistic, sociological and anthropological attributes that make legal norms operative (or inoperative). We expected that through cross-border collaboration with students from neighboring countries our students would not only understand better the real economic and social effects of NAFTA, but would also acquire a better appreciation of the nature of the North American community that we share, including both the differences and the commonalities in the legal, political and economic systems in the three jurisdictions. In this short note, we describe what we did, some of the challenges encountered, and a few of the lessons we learned from our experience.

"Reframing the Socratic Method" Free Download
Journal of Legal Education, Forthcoming

JAMIE R. ABRAMS, University of Louisville Brandeis School of Law

While innovations in law teaching are everywhere, these innovations are being constructed upon and limited by the ancient architecture of the case-based Socratic method, which still endures and persists throughout first-year and upper-level courses. This article highlights how the Socratic method limits the depth and breadth of innovations in law teaching and can be reframed to better catalyze other teaching innovations, create more practice-ready lawyers, and cultivate more inclusive and inviting law classrooms. Within the existing framework of law teaching – the same casebooks, class sizes, and teaching style – the case-based Socratic method can be reframed in three straight-forward ways to better align with curricular innovations in legal education and to create a more holistic student experience. These adaptations are (1) consistently positioning client(s) at the center of the Socratic dialogue; (2) consistently positioning law students as attorneys considering legal research and weight of authority as a springboard to client counseling and outcomes; and (3) consistently sensitizing students to varied lawyering skills such as client counseling, settlement, drafting, and discovery within the Socratic case-based approach.

"A Professional Formation/Professionalism Challenge: Many Students Need Help with Self-Directed Learning Concerning Their Professional Development Toward Excellence" Free Download
Regent University Law Review, Vol. 27, Forthcoming
U of St. Thomas (Minnesota) Legal Studies Research Paper No. 15-3

NEIL W. HAMILTON, University of St. Thomas School of Law (Minnesota)

Self-directed learning is a critical competency for each law student and new lawyer. The data presented in this article indicate that about a third to more than half of the first year students are at an earlier stage of self-directed learning regarding their professional development toward the competencies needed to serve clients well than where they need to be, and where their law school and the profession need them to be. Malcolm Knowles defined self-directed learning as "a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating their learning goals, identifying the human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes."

This article presents both a clear learning outcome for students to address this challenge regarding self-directed learning and a curriculum called ROADMAP: THE LAW STUDENT'S GUIDE TO PREPARING AND IMPLEMENTING A SUCCESSFUL PLAN FOR MEANINGFUL EMPLOYMENT (forthcoming ABA Books 2015) designed to help each student grow toward the learning outcome. The article provides an evaluation of the effectiveness of the ROADMAP curriculum at helping students achieve the learning outcome.

"Re-Imagining Practical Legal Training Practitioners – Soldiers for ‘Vocationalism’, or Double Agents?" Free Download
Journal of the Australasian Law Teachers Association, Forthcoming

KRISTOFFER GREAVES, Deakin University, School of Education, Students

I adopt a constructivist approach in order to study Australian PLT practitioners’ engagement with scholarship of teaching and learning (SoTL) in institutional practical legal training (PLT). Drawing on Bourdieu’s reflexive sociology and Certeau’s heterological science, I argue PLT is enclosed by discursive operations that constrain PLT practitioners’ engagement with SoTL. I contend SoTL could address a knowledge gap in practice research in law and legal education. I propose to re-imagine PLT teaching work by conceptualising it as an emergent professional trajectory, engaged in practice research, teaching and learning. By considering ways in which structures are inscribed into legal education practice, and conversely, whether practice can modify such structures, I re-imagine PLT practitioners as double agents or resistance fighters, enriching legal education through SoTL as practice research.


About this eJournal

This eJournal is designed to offer a vehicle for law teachers to share information and materials about teaching. All materials related to law teaching are encouraged. This includes casebooks, reviews of casebooks, supplementary materials (for your own or someone else's book), lecture notes, class summaries, outlines, syllabi, problems and other teaching materials. It also includes scholarship about teaching. We hope that Law Educator will grow in future years to include a full range of teaching materials, including PowerPoint slides, Excel spreadsheets, video content and other material.


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Law Educator: Courses, Materials & Teaching eJournal

Judson Falknor Professor of Law, University of Washington - School of Law, Interim Director, UW Arctic Law and Policy Institute

Professor of Law, Emory University School of Law

University of Texas - School of Law, The Kay Bailey Hutchison Center for Energy, Law, and Business

J. Skelly Wright Professor of Law, Yale University - Law School

W.R. Irby Chair in Law, Tulane University Law School

Professor of Law, Gonzaga University - School of Law

Professor of Law, George Washington University Law School

Jefferson B. Fordham Professor of Law, University of Pennsylvania Law School

Professor of Law, University of California Hastings College of the Law

Pepperdine University - School of Law

affiliation not provided to SSRN

Professor of Law, Washington and Lee University - School of Law

Judge Jack & Lulu Lehman Professor of Law, University of Nevada, Las Vegas, William S. Boyd School of Law

John A. and Elizabeth H. Sutro Professor of Law, Santa Clara University - School of Law