Thursday, November 5, 2015
High schools have long been known to require courses that, on a deeper level, teach absolutely no valuable life skills to their students. But a new trend now has schools requiring students to take personal finance courses which teaches subjects ranging from managing bank accounts to retirement planning. In Virginia, schools have embraced the change with considerable enthusiasm from students since they are being taught information that has an undeniable and universal usefulness. In one wealthy district, some students were shocked when they learned it cost more than $75 to maintain children on a monthly basis which goes to show the extreme need to educate young people on basic financial realities. Let us hope programs such as these spread across the nation as basic financial literacy can have a huge affect on all of society as it makes the citizenry less susceptible to the vast number of pitfalls that a person can make when managing their money.
See Moriah Balingit, Personal-finance courses in Virginia teach teens to budget in the real world, Washington Post, November 1, 2015.
Special thanks to Lewis Saret for bringing this article to my attention.
Wednesday, October 21, 2015
Camille M. Davidson (Professor, Charlotte School of Law) recently published an article entitled, Problems, Music, and Popular Culture: How I Teach Theory and Practice in Decedents’ Estates to Our Next Generation of Lawyers, 28 Quinnipiac Prob. L.J. 394-410 (2015). Provided below is an abstract of the article:
In this article, I outline the approaches that I use to reach large numbers of students and encourage active learning. I use visual aids, music, problems, and simulated legal activities to “show” rather than “tell” the classroom. My approach promotes rigor, but not fear. I attempt to make cold calling fun and I encourage active learning through simulated exercises and the use of popular culture references in the fact patterns. The students become team players in the classroom when I engage them with relevant stories from newspaper headlines or have them perform oral arguments using the lyrics of a song to identify legal concepts. Active participation helps students achieve “content mastery,” “higher-level thinking skills,” “professional skills,” and “[p]ositive attitude.” As Denise Knight states, “[f]ew instructors would quibble with the notion that promoting active participation helps students to think critically and to argue more effectively.” Part I of the essay reminds law professors that they are educators who teach law and Part II discusses the design of my course.
Friday, October 16, 2015
Louisiana State University Law Review has begun a new podcast series in which the roles of the professors and students are reversed with the students calling in with question which put their profs. in the hotseat. In a recent segment entitled "Code Call," a student ask a professor about interdiction in regards to the estate sage of New Orleans Saints owner Tom Benson. The question begins at the 19 minute mark and can be found here.
Special thanks to Elizabeth Carter for bringing this podcast to my attention.
Friday, July 24, 2015
The following is posted as a courtesy to Prof. Cynthia D. Bond of the John Marshall Law School:
Greetings Law Teacher Colleagues:
I am working on an article this summer on uses of popular culture in the law school classroom. I am defining popular culture broadly to include mass culture texts like movies, TV shows, popular music, images which circulate on the internet, etc, and also any current events that you may reference in the classroom which are not purely legal in nature (i.e. not simply a recent court decision).
To support this article, I am doing a rather unscientific survey to get a sense of what law professors are doing in this area. If you are a law professor and you use popular culture in your class, I would be most grateful if you could answer this quick, anonymous survey I have put together:
Thanks in advance for your time and have a wonderful rest of summer!
The John Marshall Law School
Saturday, July 11, 2015
The University of California San Diego and University of Southern California are feuding in court over allegations that USC conspired with a top Alzheimer researcher and leader of the UCSD research center to raid staff for a rival institute. The leader of the UCSD center is accused of telling staff that they would lose their jobs when research funding followed the researcher to his new position at USC. No court date has been set although it is likely a settlement will be arranged before any trial takes place.
See Jamie Ross, UC-San Diego Sues USC Over $100 Million Alzheimer's Grant, Courthouse News Service, July 7, 2015.
Special thanks to Brian Cohan (Attorney at Law, Law Offices of Brian J. Cohan, P.C.) for bringing this article to my attention.
Sunday, June 14, 2015
M.C. Mirow (Professor of Law, Florida International University College of Law), recently published an article entitled, Testamentary Proceedings in Spanish East Florida, 1783-182, from Studies in Canon Law and Common Law in Honor of R. H. Helmholz, Page 281-301 (Troy L. Harris, ed., Berkeley: The Robbins Collection, 2015). Provided below is an abstract of the article:
The East Florida Papers in the Library of Congress reveal a great deal about law, legal institutions, legal practice, and legality in colonial Florida during the second Spanish period from 1783 to 1821. This contribution provides an initial study of the 372 testamentary proceedings related to 168 decedents recorded in these papers. It describes these cases and discusses the dossier of one case to illustrate the administrative and legal work done by Spanish officials to distribute a decedent's property.
Proceedings include individual claims for debts against estates; sets of documents related to the administration of estates such as wills, inventories, birth records, and marriage records; and a variety of petitions dealing with administration and the distribution of property. The materials provide a window into will making, family life and structure, commerce, women, and accidental and suspicious deaths. Numerous petitions sought the disposition, transfer, and manumission of slaves. The contribution concludes with a description and analysis of the documents related to the estate of Pedro Dimarache, a Corsican carpenter who died testate in St. Augustine in 1792.
Thursday, September 25, 2014
Wayne M. Gazur (Colorado), recently published an article entitled, The White Whale: Bringing Emotion and Relevance to the Contemporary Trusts and Estates Course, 58 St. Louis U. L.J. 785 (2014). Provided below is the introduction of the article:
The title of this Essay is intended to evoke two conflicting interpretations at the outset. According to one plausible perspective, the contemporary Trusts and Estates course remains a highly doctrinal property course, largely devoid of emotional appeal for most students. Further, as discussed below, it is also increasingly less relevant to the planning needs of most potential clients. Consequently, a teacher’s efforts to bring emotion and relevance to the course might seem to be an unsuccessful, frustrating quest much like Ahab’s search for the elusive white whale, Moby Dick.1
I try to develop a different perspective in my teaching of the course, and I establish that tone on the first day of class with Ishmael’s moving account of his will execution ceremony.2 This human, client-centered view of trusts and estates is increasingly a part of my course, enriching the doctrinal material. In terms of relevance, I believe that the Trusts and Estates course can still remain so, even amidst the profound changes to the manner in which many Americans transfer their wealth up on death and the increasing irrelevance of federal wealth transfer taxation.
Tuesday, September 23, 2014
Alyssa A. DiRusso (Cumberland), recently published an article entitled, Microlawyering and Simulations in Trusts and Estates Courses, 58 St. Louis U. L.J. 739 (2014). Provided below is the introduction of the article:
If practice makes perfect, law school is not yet a perfect experience for budding trusts and estates lawyers. The legal curriculum needs to include significant opportunities for students to learn through doing. When legal instruction is limited to purely academic study, students are deprived of important professional training.1 As recognized in many other professional schools, practice presents an invaluable opportunity for learning the reasoning necessary to be competent in the field.2 The benefits of integrating practice into legal education have been documented through psychological study. Through these studies, it was recognized that when comparing novice and experts, experts had developed “well-rehearsed procedures, or ‘schemas,’ for thinking and acting,” which allow experts to quickly apply this knowledge to current situations in a manner not developed in novice.3 The studies also revealed that the knowledge of experts is “conditioned, or related to contexts.”4 This evidence supports the proposition that purely academic legal education is merely a foundation for expertise, which can be developed only through the actual practice.5 An ideal exposure to trusts and estates practice is gained through microlawyering—a term I use to mean small-scale, real legal experiences. The term borrows from the concept of microlending. In microlending, budding entrepreneurs who need small amounts of capital to launch new enterprises receive modest loans from microfinancing institutions, empowering business owners to take action when traditional lending structures would not offer the opportunity to proceed.6 Although the investment is small,7 the impact can be substantial.8 So too in the classroom can enabling small-scale experience yield large-scale results.
Although clinics and externships can provide microlawyering opportunities, not all law schools have the resources to offer experiences in trusts and estates to significant numbers of students. Fortunately, it is also possible to provide microlawyering experiences to law students in traditional doctrinal courses as well as smaller skills classes. In this Article, I will describe two such activities and reflect upon the challenges microlawyering presents in these contexts.
In addition to microlawyering, simulations offer students the opportunity to develop skills in a practice-like context. Unbound by the restrictions of real legal practice, simulations are remarkably flexible and well-suited to a variety of classes. Like microlawyering, simulations illustrate the importance of learning to do and not just to think. They can be critical in not only providing experience and feedback in a safe setting, but in developing confidence in nascent lawyers. Later in this Article, I will explain many of the simulations I use in my three Trusts and Estates courses. To begin, I will describe the microlawyering projects.
Monday, September 22, 2014
John V. Orth (North Carolina), recently published an article entitled, What to Do With What's Left Behind, 58 St. Louis U. L.J. 707 (2014). Provided below is an excerpt from the article:
The need for a course in trusts and estates is succinctly explained in the great sources of Western civilization—Shakespeare and the Bible. Everyone will die, and dead people cannot take anything with them.3 Just about every element of the course begins with these inescapable facts—which is why I was amused to see a student’s comment on a recent course evaluation: “I wish he wouldn’t talk so much about death.”4
Perhaps the student had been misled by the title of the course, which like the caption on a modern life insurance policy skillfully elides the fact that it is all about death. Calling the course Trusts and Estates presents another truth-in-labeling problem because it gives pride of place to the trust, which is not considered in depth until halfway through the semester. In fact, the logical progression of the subject tracks the history of the law of succession: intestacy, wills, only then trusts—and many other legal arrangements besides.5
Sunday, September 21, 2014
David M. English (Missouri), recently published an article entitled, The Impact of Uniform Laws on the Teaching of Trusts and Estates, 58 St. Louis U. L.J. 689 (2014). Provided below is the introduction of the article:
Beginning in 1969 with the approval of the Uniform Probate Code (UPC),1 uniform laws have had a major impact on the teaching of the basic Trusts and Estates course. This is not the place to list the close to thirty uniform acts relating to Trusts and Estates that have been approved.2 Rather, this Article will focus on the impact that uniform laws have had on the content of what is taught in the Trusts and Estates course. Uniform laws are not written in a vacuum. Like other legislative enactments, they are the product of societal changes and changes in legal culture. This article will attempt to place the various uniform law enactments and their impact on the teaching of Trusts and Estates within the context of these broader trends. The following trends will be discussed:
I. The Decline of Probate
II. The Increasing Use of Trusts
III. The Repeal of the Rule Against Perpetuities
IV. The Decline of the Federal Estate Tax
V. The Changing American Family
VI. The Rise of Elder Law