Sunday, January 25, 2015
Table of Contents and Introduction: Building on Best Practices: Transforming Legal Education in a Changing World
Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas, and Antoinette Sedillo López (eds.), Building on Best Practices: Transforming Legal Education in a Changing World
The editors of this follow up to Best Practices in Legal Education have posted the table of contents and introduction here.
This column from the USNWR Grad School blog offers tips for students shopping around for the best value in a JD. The advice includes carefully weighing career and life goals so you have a good idea going in whether your preferred practice area will pay the bills given the COL in the place where you'd like to ultimately settle down. Read the fine print in scholarships offers to make sure the school won't pull it for failing to maintain a certain GPA or that the offer isn't predicated on other conditions that may result in revocation. Think carefully before deciding to pursue a part-time JD because it's easy to burn out and though it may at first seem like a less expensive alternative you're giving up opportunities to pursue summer internships that often lead to full time employment later. USNWR's final suggestion is that if you don't get into a top school, consider negotiating for a generous scholarship at a lower ranked school since many are highly motivated these days to cut favorable deals (but see caveat # 2, above).
The bottom line, use “composed of.” “Comprised of” is always wrong.
Our faculty is comprised of the finest legal minds in the country.
Our faculty is composed of the finest legal minds in the country.
Pick the second version. The grammar rule here is one that we should apply mechanically without trying to remember why.
If you would like to know why, please click here at the “Business Writing blog.”
Saturday, January 24, 2015
Friday, January 23, 2015
This is a new article by Professor Eric DeGroff (Regent) entitled The Dynamics of the Contemporary Law School Classroom: Looking at Laptops Through a Learning Style Lens and is available at 39 U. Dayton L. Rev. 201 (2014). From the introduction:
The Millennial Generation, which comprises the majority of today's law school population, is clearly the most technologically savvy age group ever to enter the legal academy. They have all come to maturity in the television age, and most have been immersed in computers and other electronics since early childhood. They are used to having immediate and virtually unlimited access to information and enjoying instantaneous connection with their peers. Having lived in a fast-paced, media-rich environment, they are typically sophisticated users of technology, are probably better than any previous generation at finding information quickly, and have embraced multi-tasking as the norm, even in the classroom.
In addition to their technical skills and remarkable proclivity for continual action, they have been described as generally bright and energetic, achievement-oriented, career-minded, motivated and self-confident. These traits undoubtedly serve them well in the study of law. Unfortunately, the Millennials also enter law school with wide disparities in academic preparation and skill, and in growing numbers are used to thinking and learning in ways that are less than ideal for understanding the nuances of the law. They are used to receiving information passively from television, the Internet and other forms of visual entertainment. Many are products of secondary and undergraduate educational programs that placed little emphasis on analytical reasoning. They are more likely than previous generations to be visual learners and holistic, right-brained thinkers characteristics that historically have placed law students at a significant disadvantage academically. Accordingly, they are less accustomed than their predecessors to thinking sequentially and logically and are ill-prepared for the rigorous questioning, sorting, cataloguing, and synthesizing of conceptual frameworks that are essential for legal analysis.
Though the Millennials are typically adept at finding information, legal scholars have noted that they tend to be “superficial processors of information” and are “not accustomed to being reflective” or to “engag[ing] in the deeper thinking . . . that leads to more enduring learning.” Scholars have also described the Millennials as having short attention spans, which poses particular challenges for traditional law school pedagogy. Aware of these characteristics, commentators have suggested that a growing percentage of today's law school population seem to lack the capacity or even the motivation to engage in the active learning that is necessary to acquiring the analytical skills essential to effective lawyering.
Scholars began to recognize these trends and the challenges they would pose to legal education more than two decades ago, when Generations X and Y were first arriving on the law school scene. Reaction to these concerns by the legal academy has been slow, but significant. One response has been a proliferation in academic support programs designed to help at-risk students survive the rigors of the law school environment. Another more recent response has been an increasing awareness by legal educators of the importance of adult learning styles and a willingness to consider alternatives to the traditional Socratic approach in the classroom. A growing body of literature suggests that accommodating students' learning styles in some ways may be helpful to ensuring the success of legal education for the current generation. A question related to this issue is whether to permit, or even encourage, the classroom use of laptops by students as a way of accommodating their preferences for technology
In case you missed it, here is Phil Meyer’s piece from the August 2014 issue of the ABA Journal, Stealing Stories from the Movies. In it, he focuses on the Karen Silkwood case and shows how Jerry Spence told a story connecting Karen Silkwood’s story with stories in “Shane,” “High Noon,” “Jaws,” “Star Wars,” “The Hero with a Thousand Faces,” and “The China Syndrome.” Remarkable.
Phil has recently authored Storytelling for Lawyers (Oxford University Press). From the publisher’s blurb:
But what is a narrative, and how can lawyers go about constructing one? How does one transform a cold presentation of facts into a seamless story that clearly and compellingly takes readers not only from point A to point B, but to points C, D, E, F, and G as well? In Storytelling for Lawyers, Phil Meyer explains how. He begins with a pragmatic theory of the narrative foundations of litigation practice and then applies it to a range of practical illustrative examples: briefs, judicial opinions and oral arguments. Intended for legal practitioners, teachers, law students, and even interdisciplinary academics, the book offers a basic yet comprehensive explanation of the central role of narrative in litigation. The book also offers a narrative tool kit that supplements the analytical skills traditionally emphasized in law school as well as practical tips for practicing attorneys that will help them craft their own legal stories.
Thursday, January 22, 2015
"We Should Not Rely on Commercial Bar Reviews to Do Our Job: Why Labor-Intensive Comprehensive Bar Examination Preparation Can and Should Be a Part of the Law School Mission"
This is a new article by Professor Mario Mainero (Chapman) and available on SSRN here. From the abstract:
Increasingly, law school bar passage rates are an important concern for faculty and administration, as well as students. The July 2014 bar exam saw a precipitous drop nationally in bar passage rates, including declines ranging from four to over twenty percentage points. At the same time, there have been declines in applications to law schools, declines in admissions statistics (LSAT and undergraduate GPA), and an empirically demonstrable decline in student preparedness for law school. The confluence of these events portends even greater declines in bar passage if law schools do not rethink how they prepare students for the bar exam. This Article examines developments in academic support and bar preparation programs with an eye toward suggesting models for effective in-house bar preparation programs. Specifically, this Article examines: (1) the evolution of academic support programs in law schools to include bar passage programs, with a brief description of the types of programs that traditionally have been available; (2) the particular difficulty posed by the California Bar Exam; (3) the existing types of supplemental programs, and concerns posed by programs that are limited to “bar tips” or even limited practice exams or substantive lectures, given the increased numbers of “at risk” students due to the increase in underpreparedness; (4) the supplemental program at Chapman University’s Fowler School of Law, including the intensity of effort required of both faculty and students in a comprehensive program applicable to all students; and finally, (5) the bar passage results at Chapman University’s Fowler School of Law since adoption of a comprehensive supplemental bar passage program, that have been significantly better than would be expected by some commentators, given its ranking and relative youth as a law school. This Article suggests that the traditional focus of academic support programs, including bar preparation programs, that focus largely on perceived “at risk” students, is insufficient in light of the increased numbers of underprepared students. In order to avoid further calamitous declines in bar passage rates, law schools will have to move from traditional academic support models to models that encourage the entire cohort of students to work together, cooperatively, and that apply extensive time and effort to ensure that all students receive the benefit of these programs.
Tina Stark has announced that she has retired from teaching effective December 31, 2014. She plans to continue writing, teaching, consulting, and attending conferences.
Professor Stark has been one of the most important innovators in legal education. She is especially known for advocating that contract drafting be taught as a regular course in law school, and she wrote a seminal text on contracts, Drafting Contracts: How & Why Lawyers Do What They Do, Second Edition (Aspen Coursebook). A few years ago, she declared,
"Perhaps our biggest challenge is convincing our schools that they should expand their transactional skills curricula. We have for years labored in the shadows of litigation skills training–something our colleagues understand and, therefore, support. Deal work they do not get. No one is researching cases, and appellate briefs are nowhere to be seen. Most of our colleagues are not quite sure what we do or why it has anything to do with law, but they know they do not want anything to do with it." (here)
Professor Stark's ideas have caused us to change how we conceive of and teach law:
"Deal lawyers start from the business deal. The terms of the business deal are the deal lawyer’s facts. The lawyer must then find the contract concepts that best reflect the business deal and use those concepts as the basis of drafting the contract provisions. I call this skill 'translating the business deal into contract concepts.' Mastering it is the first steppingstone to becoming a deal lawyer. All else flows from this skill. It is the foundation of a deal lawyer’s professional expertise and problem-solving ability. Without it, negotiating and drafting are abstractions." (here at 224)
Nobody in my generation was taught to think of contracts like that!
You can find her most recent views on legal education here. Among the ideas in this address are that
1. Law schools should teach the basic courses in modules--"one module for each of the three umbrella practice areas: litigation, transactions, and legislation/regulation,"
2. Law schools should use teaching techniques in addition to the Socratic approach, and
3. Law schools should establish a six-credit English composition prerequisite for admission to law school.
She added, “Students are graduating with licenses to practice in any area of law. They need not have the skills of a practitioner of ten years, but they must be well-prepared for entry level practice.”
Tina is much loved in the legal writing and legal skills communities. She has mentored many novice professors, and we have all benefitted from attending her lectures and worksh0ps. We hope to keep seeing her at conferences and reading her articles for many years to come.
If you are looking for a short article for your students on email etiquette, you might consider “Email Netiquette for Lawyers,” republished in “Senior Lawyer” by the New York State Bar Association (here). Judge Gerald Lebowitz offers sensible and sound advice that should help the reader use email effectively and avoid pitfalls.
Wednesday, January 21, 2015
Whittier has started a new incubator program for recent grads that offers them free office space, staff, training and mentoring in exchange for which they provide discounted legal services to low income clients referred by the Legal Aid Society of Orange County, CA. The Daily Pilot has more details:
. . . .
A new program at Whittier Law School in Costa Mesa gives recent graduates like Hiraizumi office space and more. It matches them with low-income clients, who get a break on the cost of legal services. The clients, referred by the Legal Aid Society of Orange County, earn too much to qualify for free legal advice from the society.
Ten attorneys were chosen for the Whittier Legal Access Program, which started last week. Participants are provided office space, staff, training and mentoring. Most are recent grads who aim to strike out on their own rather than join a large firm.
"It provides a leg up," Hiraizumi said. "It's hard to get clients on your own when you don't have experience to back you up."
. . . .
Marty Pritikin, Whittier Law School associate dean, said he modeled the program on Touro Law Center's law firm "incubator" at City University of New York. In recent years, more than a dozen similar programs have sprung up around the country, including two in San Diego, he said.
"My view is law schools need to rethink their relationship to their grads," Pritikin said. "Education and training doesn't end when they graduate."
. . . .
Continue reading here.
Hat tip to the JD Journal.
Let Me Recommend “The Legal Writing Companion” by Kristen Murray & Jessica Wherry Clark (Carolina Academic Press), a supplementary book for first year Legal Writing courses (here). The authors begin each subsection with a concern that we often have heard from students and proceed to answer the concern with practical advice and examples.
For example, Chapter 4 begins: I’m Having Trouble Organizing My Analysis
The chapter then has 3 sub-concerns:
Problem: I Don’t Know How to Use the Law to Organize My Analysis
Problem: My Organization Is Fact- Based Instead of Issue- Based
Problem: I Don’t Understand Umbrella Sections
After each, the authors respond with direct and helpful guidance. I think students will like this format and appreciate the guidance.
Here is an excerpt from the book’s promotional material:
Organized by eight common “problem” areas, the book uses a fictional case file to work through a series of problems and includes samples of both strong and weak writing choices. Chapters 1-3 identify and discuss common challenges during the prewriting stage, including the transition to writing a full first draft. Chapters 4-6 focus on organizing legal analysis, writing and explaining legal rules, and applying law to facts. Chapter 7 discusses problems and solutions related to the smaller components of legal writing, and Chapter 8 troubleshoots common polishing errors, from overuse of legalese to common citation problems. There are also two complete annotated memos in the Appendices to pull together the themes presented in the text and show multiple models of successful finished products. Early reviewers responded overwhelmingly positively, wishing they’d had the book as a first-year legal writer.
Tuesday, January 20, 2015
A Primer on Professionalism for Doctrinal Professors by Paula Schaefer.
This Article considers how and why doctrinal professors should address the challenge of integrating professionalism into the classroom. Part I briefly discusses the multitude of meanings ascribed to attorney professionalism and argues that the lack of a clear, concise, and shared definition is a substantial barrier to effectively incorporating professionalism into the law school curriculum. Next, Part II provides a more coherent, streamlined definition of attorney professionalism. This Part also identifies and describes three primary aspects of lawyer professionalism: fulfilling duties to clients, satisfying duties to the bar, and possessing core personal values essential to being a good lawyer. This simplified conception of professionalism should begin to address the concerns of professors who do not know where to begin to incorporate professionalism into their classes. It is also intended to persuade skeptics that professionalism is something they can and should teach as part of their doctrinal classes.
Thereafter, Part III provides guidance for developing course outcomes that connect course subject matter and professionalism. Questions prompt doctrinal professors to look for the natural connections between their course subject matter and issues of professionalism. Then, Part IV considers various methods doctrinal professors can use to introduce professionalism topics into their courses. Integrating professionalism into the classroom does not require professors to abandon their casebooks; using case law can be an effective method. This Part also considers other teaching methods and materials for combining doctrine, skills, and professionalism. Finally, Part V concludes with thoughts on how students benefit when professors make the effort to incorporate professionalism into every law school classroom.
At National Jurist, Hillary Mantis interviews Legal aid attorney Denise Fabiano about her career path. Here is an excerpt:
What would you recommend that interested law students do to gain the necessary experience to be marketable for a career as a public defender?
Taking advantage of criminal law clinics while in school is ideal. Securing summer positions — even if it means volunteering — is extremely helpful in not only gaining experience, but developing contacts in the field.
How do they generally hire?
They post job announcements on their website, so be proactive about checking an organization’s website. They often hire former interns.
Do public defender’s offices generally hire summer interns?
Yes, they hire summer interns. Be prepared to apply early in the fall before the summer in which you hope to intern!
I would add using networking to meet people n the field. The advice may seem simple to experienced law professors, but not necessarily old hat to our students. You can read more here.
I often encourage my students to write like Hemingway—a clear, direct writing style. Here, I offer three quotes from Hemingway concerning F. Scott Fitzgerald:
Scott took LITERATURE so solemnly. He never understood that it was just writing as well as you can and finishing what you start.
Letter to Arthur Mizener (1950)
You have to go on when it is worst and most helpless—there is only one thing to do with a novel and that is to go straight on through to the end of the damn thing.
Letter to F. Scott Fitzgerald (1929)
[F. Scott Fitzgerald’s] talent was as natural as the pattern that was made by the dust on a butterfly’s wings. At one time he understood it no more than the butterfly did and he did not know when it was brushed or marred. Later he became conscious of his damaged wings and of their construction and he learned to think and could not fly anymore because the love of flight was gone and he could only remember when it had been effortless.
From “A Moveable Feast”
I am awestruck by the third passage. I found these quote in “Ernest Hemingway on Writing (Larry W. Phillips ed. Scribner 1984) (here).
Yesterday, I mentioned that Lexis will be issuing Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas, and Antoinette Sedillo López (eds.), Building on Best Practices: Transforming Legal Education in a Changing World in a few months. Contributors have already started to post chapters on SSRN.
Pathways, Integration, and Sequencing the Curriculum by Deborah A. Maranville & Cynthia Batt
Transfer of Learning by Deborah A. Maranville
Ensuring Effective Education in Alternative Clinical Models by Deborah A. Maranville
Incorporating Experiential Education Throughout the Curriculum by Deborah A. Maranville, Cynthia A. Batt, Lisa Bliss, & Carolyn Wilkes Cass
A Conscious Institutional Strategy for Expanding Experiential Education by Lisa Bliss & Deborah A. Maranville
Faculty Status and Institutional Effectiveness by Deborah A. Maranville, Ruth Anne Robins, & Kristen Conrad Tiscione
Delivering Effective Education in In-House Clinics by Lisa Bliss & Don Peters
Monday, January 19, 2015
ATL is reporting on a study conducted by Yale Law School that found 70% of law students who responded to a survey asking about the status of their mental health indicated they had indeed struggled with depression and other mental health issues at some point during law school. (Here's a link to the Yale Daily News which has summarized the 120 page report). A shockingly high number to say the least. Excerpts of the study published by ATL indicate that student stress is the result of a number of different pressures, real and perceived, including "palpable" competition between classmates, the emphasis by "students, faculty and administrators" to "win the rat race," the fear of being perceived as "stupid," and the fear of appearing weak for admitting that the pressures of law school can be overwhelming.
Depression and mental health issues among law students have been reasonably well documented before but ATL's Joe Patrice opines that the off-the-chart figures in the Yale study could have something to do with the unique, over-achieving personalities of Yalies.
Perhaps the most troubling finding in the study is that apparently "no one" seeks help due to the stigma attached to admitting that one is struggling with a mental health issue. Here's an excerpt from the ATL story:
The pervasive mental health issues plaguing the legal profession are well-established. As an occupation, lawyers are more prone to clinical depression and substance abuse problems. At its very worst, lawyers can turn to suicide at an alarmingly high rate.
Last month, we linked to a Yale Daily News article about a study revealing “widespread” mental health troubles. But now that we’ve sat down with the full 102-page report, it’s clear that the original article didn’t do justice to the study’s troubling findings. In a nutshell, a large segment of law students face mental health issues and most students don’t seek help, not that the law schools — and the universities that support them — offer much assistance anyway.
. . . .
Despite the widespread incidence of mental health issues, the report reveals that, unsurprisingly, no one seeks help fearing the stigma attached to admitting they need help (and the problem is worse for men than women, straight people than LGBT people, students of color than whites, and poor students than rich students). Seeking help is thought to be admitting a weakness, or demonstrating unworthiness to the professors who can guide your future career. Even more debilitating, most students fail to understand what a mental health diagnosis might mean for their admission to the bar. Nothing can dissuade someone from getting help more than the fear that they’ll never get a job if they speak up.
. . . .
Continue reading here.
“State and Local Law News” offers a helpful and succinct summaries of cases that the Supreme Court is hearing this term—previews and coming attractions. The cases may generate ideas for new Legal Writing problems. You can access the summaries here. And on top of these cases, the Court has decided to hear four same-sex marriage cases (Here, from the "Atlantic").
Sunday, January 18, 2015
Later this year, Lexis will be issuing Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas, and Antoinette Sedillo López (eds.), Building on Best Practices: Transforming Legal Education in a Changing World. (Lexis 2015). This book is a follow up to CLEA's Best Practices for Legal Education (2007). Delivering Effective Education in In-House Clinics by Lisa Bliss and Don Peters is a chapter from the new book.
This section of Building on Best Practices: Transforming Legal Education in a Changing World reviews the context in which clinics present as a choice among burgeoning experiential education models. It addresses how clinics contribute to student learning and development so that institutions understand the particular advantages that the in-house law clinic model offers to students, clients, and the institutions themselves. The section explores the essential characteristics of in-house law clinics and expands on the understanding of how legal education through in-house clinics meets multiple objectives for legal education. Those essential characteristics provide a specialized context for student learning and include the intensive supervision students receive, the structures used to deliver the clinical learning experience, the use of developed clinical teaching methodologies, and a forum ideally suited for teaching particular topics that are most effectively taught in context. Although learning objectives vary among clinics based upon the clinic mission and design, common learning objectives exist across clinics, and this section identifies the range of those common objectives. Finally, this section explores the value that in-house law clinics add to their institutions and their communities, and identifies practices for maximizing the value of clinics and promoting the effectiveness of law school clinical programs."