"Establishing Learning Outcomes Under ABA Standard 302: Cultural Competence" Free Download
AALS Teaching Methods Newsletter, 2016

EUNICE PARK, Western State University - College of Law

ABA Standard 302 comments identify "cultural competency" as one of the "other professional skills needed for competent and ethical participation as a member of the legal profession." Legal writing courses provide an ideal setting for raising awareness of the importance of sensitivity to diverse cultural mores. One way is by creating an assignment that demonstrates how viewing determinative facts from a strictly Western lens might lead to an unfair outcome. This article provides an example of an assignment that established, implemented and assessed cultural competency as a learning outcome, without sacrificing substantive coverage.

"Helping Law Students Get the Help They Need: An Analysis of Data Regarding Law Students’ Reluctance to Seek Help and Policy Recommendations for a Variety of Stakeholders" Free Download
Vol. 84, No. 4, The Bar Examiner, 9-17, December 2015

JEROME M. ORGAN, University of St. Thomas - School of Law (Minnesota)
DAVID JAFFE, American University - Washington College of Law
KATHERINE BENDER, David Nee Foundation

This article summarizes some specific results from the Survey of Law Student Well-Being, which the authors administered as a voluntary and confidential web-based survey at 15 diverse law schools in the United States from February 2014 to May 2014.

This is the first survey to assess alcohol and drug use among law students since 1991 and is the first ever to assess prescription drug use/misuse, mental health issues, and help-seeking attitudes. The primary goals of collecting and analyzing the responses from the Survey of Law Student Well-Being were to better understand:

1) alcohol and drug use among law students,

2) the extent to which law students are experiencing mental health issues, and most importantly,

3) whether law students are seeking help for substance use and/or mental health issues and the reasons why they may be reluctant to do so.

The results of the survey suggest that significant percentages of law students are dealing with mental health issues and/or alcohol/drug issues but frequently are reluctant to seek the help they need to manage their issues in a healthy and responsible manner because of concerns about potential threats to bar admission, potential threats to job or academic status, or social stigma associated with seeking help.

This article explores the survey data — particularly the help-seeking data — and discusses how various stakeholders might take steps to increase the extent to which students choose to get the help they need to be successful students and successful legal professionals.

"Sample Syllabus for Public Health Law Course for Law Students Using Public Health Law: Power, Duty, Restraint (3d. Ed.)" Free Download

LINDSAY F. WILEY, American University - Washington, College of Law

This sample syllabus using the third edition of Public Health Law: Power, Duty, Restraint was designed for law students. There are 11 reading assignments. The final classes of the semester are devoted to presentation of student projects. Teachers should feel free to use this material without attribution.

"Essay: R.R. v M.H. and Steve Goodman and John Prine" Free Download

DAVID EPSTEIN, University of Richmond - School of Law

Your mom was right when she said stand up straight, look people in the eye and don’t wear your nose ring to interviews with BigLaw firms. First impressions matter.

In this short essay, I make two arguments: (1) The choice of the first case that a law student reads matters and (2) R.R. v. M.H. should be the first case that a law student reads.

"'Interdisciplinary' Legal Studies and the Emergence of New Academic Teachings: A Research Project on Law Courses in 19th-20th Century Italy (Estudios Legales 'Interdisciplinares' y la Aparición de Nuevas Enseñanzas Académicas: Un Proyecto de Investigación Sobre los Cursos de Derecho en Italia en los Siglos XIX y XX)" Free Download
CIAN - Revista de Historia de las Universidades, Vol 19, No 1, p. 91-113, 2016

ANNAMARIA MONTI, Bocconi University - Department of Law

English Abstract: The profound change in thinking about the law experienced by European jurists at the turning of the 20th century is well known: they renewed their methods, also through the influence of German legal thought and the impact of new social sciences. Focusing on the Italian experience, the research intends to investigate how this innovative change was linked to the teaching of law. Most certainly, new courses were introduced. Concerning the contents of the teachings, another point to investigate are the connections with the legal thought circulating at a transnational level in those times.

Spanish Abstract: El cambio profundo en la manera en la que se pensaba el derecho que experimentaron los juristas europeos a principios del siglo XX es bien conocido: renovaron sus métodos, en parte bajo la influencia del pensamiento jurídico alemán y el impacto de nuevas ciencias sociales. Nuestra investigación, que se centra en la experiencia italiana busca determinar el modo en que aquella innovación estuvo vinculada a la enseñanza del derecho. Seguramente se introdujeron nuevas asignaturas. En cuanto al contenido de aquella enseñanza, otro aspecto a investigar consiste en su conexión con el pensamiento jurídico que circulaba en aquel entonces a nivel transnacional.


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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Law Educator: Courses, Materials & Teaching eJournal

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

Professor of Law, Emory University School of Law

University of Texas at Austin - The Kay Bailey Hutchison Center for Energy, Law & 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 Emeritus of Law, University of California Hastings College of the Law

Pepperdine University - School of Law

Professor of Law, George Washington University - Law School

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