LAW EDUCATOR: COURSES, MATERIALS & TEACHING eJOURNAL

"Thirty Reflection Questions to Help Each Student Find Meaningful Employment and Develop an Integrated Professional Identity (Professional Formation)" Free Download
Tennessee Law Review, Forthcoming

NEIL W. HAMILTON, University of St. Thomas School of Law (Minnesota)
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JEROME M. ORGAN, University of St. Thomas - School of Law (Minnesota)
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Law schools must now define learning outcomes for their programs of legal education. Many law schools (and many professors in individual courses) are defining learning outcomes that include values beyond just minimal compliance with the law of lawyering – called here professional-formation learning outcomes.

This article, drawing on and synthesizing scholarship from law and other disciplines, will focus on the design of a curriculum with thirty reflection questions to help each student’s step-by-step development toward professional-formation learning outcomes beyond mere compliance with the law of lawyering. Section I of this article will describe the present context in which law schools must develop learning outcomes, and will highlight the number of law schools that have embraced one or both of the elements of a professional-formation learning outcome where a law school or a professor in an individual course requires that each student demonstrate an understanding and integration of:
1. proactive professional development toward excellence at all the competencies needed to serve clients and the legal system well;
2. an internalized deep responsibility to clients and the legal system.

Section II of the article analyzes the principles that should inform the design of an effective curriculum for these two professional-formation learning outcomes. Section III of the article will suggest thirty reflection questions that help each student:
1) reflect on the story, experiences and passions that brought her to law school and that she develops during law school as a means of both (a) identifying what she wants to do with her law degree and (b) proactively taking ownership over her growth toward meaningful post-graduate employment; and
2) make progress moving through developmental stages regarding these two professional formation learning outcomes; so that
3) she can begin to define and to live out who she wants to be as a lawyer in the context of what clients and the legal system expect of her.

"Saving the Canary" Free Download
Syracuse Law Review, Forthcoming
Northeastern University School of Law Research Paper No. 264-2016

JEREMY R. PAUL, Northeastern University - School of Law
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In this Essay, I offer preliminary reflections on two questions. First, given the looming issue of a breakdown in the law school business model, why has it been so difficult for law school administrators and faculties to innovate and stay ahead of the curve? My point here is that the competitive posture of law schools and commendable commitments to academic integrity are much more to blame than concern for self-interest or a general reluctance to change. Second, I will highlight how current fiscal challenges risk blinding us to the even scarier questions involved in keeping legal education relevant in a rapidly changing landscape. The need for contemporary relevance challenges wealthy schools as well, and, although financial pressures vary, even many of the strongest schools have their eye on enrollment and rankings at the expense of true innovation. My emphasis here is that the Socratic method, the focus on appellate cases, and the general focus on “thinking like a lawyer? gave legal education a head start on the Internet age. But a head start doesn’t help much in a marathon, and our charge now is to invent a second, or, depending on one’s attitude toward co-op and clinical education, a third act. We owe our students and the country our best efforts if we are to do our part to ensure that democracy and the rule of law remain the dominant tools of social organization for the twenty-first century.

"Are We There Yet? Aligning the Expectations and Realities of Gaining Competency in Legal Writing" Free Download
53 Duquesne Law Review 99 (2015)
U of Maryland Legal Studies Research Paper No. 2016-22

SHERRI LEE KEENE, University of Maryland Francis King Carey School of Law
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Each year, it seems that more law professors express their concerns that increasing numbers of students are coming to law school underprepared for the task. Moreover, professors often express specific concerns about their students’ writing abilities. While there may be some truth to these assertions, it is also true that legal educators need to take a closer look at law school curriculums and teaching methods to make sure that students are afforded the best opportunities to succeed. Indeed, the challenges of modern legal education may reflect not only the shortcomings of today’s students, but also the need for law schools to reconsider their curricular goals and approaches to teaching. Legal skills, such as legal writing, have long maintained a subordinate position in the curriculums of many law schools. While their importance has received increased recognition as of late, many law schools continue to dedicate insufficient time and resources to teaching legal skills. Indeed, most law schools only require students to take two semesters of formal instruction in practical legal writing during their first year, and require students to take no additional legal writing courses in their second or third years. Consistent with this curricular approach, many law professors seem to expect students to gain significant competency in legal writing before they begin their second year of law school, and to be able to proceed from that point with less guidance.

This article urges legal educators to consider what law schools are asking their first-year law students to learn in just two semesters of practical legal writing, in comparison, to what law students can realistically achieve. Currently, it seems that a disconnect exists between what legal writing faculty are able to teach students in their first year and what professors teaching students in later years expect these students to know. A review of select, first-year students’ final writing assignments provides some perspective on what students are learning in their first-year legal writing courses. It is the author’s hope that this article will paint a more accurate picture of what professors can reasonably expect from students in their second and third years. Ultimately, this article asks legal educators to recognize the hard work and achievements of law students, while acknowledging all that legal writing entails and all that students still need to be taught after their first year.

"Legal Translation Training - A Way Forward for Aspiring Lawyers in a Clogged Job Market?" Free Download

JULIETTE R. SCOTT, University of Bristol - Modern Languages
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In an increasingly competitive and congested job market, this paper examines new career opportunities open to linguistically minded young lawyers. The globalisation of recent decades has led to a soaring demand for the translation of legal documents, inter alia in cross-border financial transactions, patent and IP cases, and litigation.

We are now at a fork in the road – on the one hand bespoke automated systems are able to handle large volumes for discovery/disclosure and information purposes translation, whilst on the other there is an increasing need for expert lawyer-linguists to work on major cases, multilingual legislation and at international courts. Interdisciplinary fields – comparative law, transnational law, legal linguistics – provide further career opportunities outside the commercial world.

Market stimulus and moves to professionalise legal translation have led to lawyer- linguist training being offered jointly by law and language faculties – these may be standalone courses or follow on from a first degree. Notable examples of innovative education programs from France, Italy and Latvia will be discussed, and various interpretations of the role of “lawyer-linguist? will be explored, citing in particular Canada and the EU.

Legal translation is the ultimate legal and linguistic challenge – a gauntlet waiting to be picked up by a new generation as part of a fully globalised mature legal services market.

"Preparing Law Students for Information Governance" Free Download
35 Legal Reference Services Quarterly, online: 16 May 2016

SUSAN DAVID DEMAINE, Indiana University Robert H. McKinney School of Law
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Information governance is a holistic business approach to managing and using information that recognizes information as an asset as well as a potential source of risk. Law librarians and legal information professionals are well situated to take leadership roles in information governance efforts, including instructing law students in information governance principles and practices. This article traces the development of information governance and its importance to the legal profession, offers a primer on information governance principles and implementation, and discusses how academic law librarians and other legal educators can teach information governance to law students using problem-based learning or similar pedagogical methods.

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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.

Editor: Lawrence A. Cunningham, George Washington University

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LSN SUBJECT MATTER EJOURNALS

BERNARD S. BLACK
Northwestern University - School of Law, Northwestern University - Kellogg School of Management, European Corporate Governance Institute (ECGI)
Email: bblack@northwestern.edu

RONALD J. GILSON
Stanford Law School, Columbia Law School, European Corporate Governance Institute (ECGI)
Email: rgilson@leland.stanford.edu

Please contact us at the above addresses with your comments, questions or suggestions for LSN-Sub.

Advisory Board

Law Educator: Courses, Materials & Teaching eJournal

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

DOROTHY ANDREA BROWN
Professor of Law, Emory University School of Law

JOHN S. DZIENKOWSKI
University of Texas at Austin - The Kay Bailey Hutchison Center for Energy, Law, and Business

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

JAMES RUSSELL GORDLEY
W.R. Irby Chair in Law, Tulane University Law School

GERALD HESS
Professor of Law, Gonzaga University - School of Law

CYNTHIA LEE
Professor of Law, George Washington University Law School

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

DAVID I. LEVINE
Professor Emeritus of Law, University of California Hastings College of the Law

GRANT S. NELSON
Pepperdine University - School of Law

ROGER E. SCHECHTER
Professor of Law, George Washington University - Law School

JOAN M. SHAUGHNESSY
Professor of Law, Washington and Lee University - School of Law

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

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