Sunday, May 22, 2016

UNLV symposium publication on legal education during a time of change

These are papers published in the most recent edition of the Nevada Law Journal relating to a symposium held at UNLV/William Boyd School of Law in the fall of 2014 on legal education during a time of change. Several of these articles will no doubt be of interest to our readers.

Symposium: Legal Education in a Time of Change: Challenges and Opportunities. 16 Nev. L.J. 143-274 (2015).

Olympia Duhart and Ruben J. Garcia, With Every Curse There Comes a Wish: Legal Education in a Time of Change, 16 Nev. L.J. 143 (2015).

Jennifer Lee Koh and Anna Welch, Integrating Skills and Collaborating Across Law Schools: An Example From Immigration Law, 16 Nev. L.J. 147 (2015). 

Abstract: This Article provides an example of the ways in which doctrinal courses across the law school curriculum can both deepen students’ understanding of substantive law while also exposing them to the realities of legal practice. It discusses the design and implementation of introductory Immigration Law courses as taught at two different law schools, Western State College of Law in Fullerton, California and the University of Maine Law School in Portland, Maine. Although the courses took place on opposite coasts and did not engage in a visible or formal partnership, the authors deliberately planned the courses in close collaboration with one another behind the scenes. In doing so, the courses shared the explicit goal of increasing students’ exposure to practical lawyering skills while reinforcing students’ understanding of substantive immigration laws.

John F. Murphy, Teaching Remedial Problem-Solving Skills to a Law School's Underperforming Students, 16 Nev. L.J. 173 (2015).

Abstract: This article describes a course called the “Art of Lawyering” developed by the Texas A&M University School of Law to help the bottom quarter of the 2L class develop the critical-thinking and problem-solving skills they should have learned in the first year of law school. Students in the bottom quarter of the class at the beginning of their 2L year are most at risk for failing the bar exam after graduation. The Art of Lawyering gives these students the structural framework necessary to solve problems like a lawyer, improve their performance in law school, and pass the bar exam. The course, in its current iteration, is remarkably effective, producing a significant increase in students’ grade-point averages. This article describes the theory, methods, and resources behind the course, and it includes a detailed lesson plan so that other schools can replicate the course and realize similar success.

Michael L. Perlin, and Alison J. Lynch, How Teaching About Therapeutic Jurisprudence can be a Tool of Social Justice, and Lead Law Students to Personally and Socially Rewarding Careers: Sexuality and Disability as a Case Example, 16 Nev. L.J. 209 (2015). 

Rebecca Roiphe, Tilting at Stratification: Against a Divide in Legal Education, 16 Nev. L.J. 227 (2015). 

George Critchlow, Brooks Holland and Olympia Duhart, The Call for Lawyers Committed to Social Justice to Champion Accessible Legal Services Through Innovative Legal Education. 16 Nev. L.J. 251 (2015). 


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