Engaging and Assessing Our Students
Session 1 Workshops

Thursday, June 2, 2011 – 10:45 a.m.-Noon

[A] A Five-Lesson Framework for Reaping Dividends from Spontaneous Classroom Controversy

Patti Alleva, University of North Dakota School of Law and Laura Rovner, University of Denver College of Law

Although potentially diverting or disruptive, spontaneous moments of classroom controversy oft en present unique opportunities to foster learning about the integrative character of professional judgment, precisely because of their student origin, unexpectedness, impact, contextuality, and complexity. Intentionally mining the synergistic potential of these multifaceted moments can help students to cultivate the integrative awareness at the core of professional being. To show how, we off er a fi ve-point framework through which to capitalize on the knowledge, skills, and values lessons inherent in such moments and will explore, through interactive exercises and a hypothetical moment of controversy, various strategies to actualize those lessons.

[B] Student Grading of In-Class Quizzes

Diane J. Klein, Stetson University College of Law

The workshop will mimic a guided, in-class exercise used in my Trusts & Estates class. Students fi rst take a short essay quiz, based on a half-page fact patt ern; they then grade one another's just-completed quizzes, using a scoring rubric I have prepared in advance. We work through all of the issues as a group, with students encouraged to ask questions about the suffi ciency of the answer they are grading on any particular issue. They see one another's exam-type answers, and see the "judgment calls" inherent in grading — two things students are rarely exposed to. The workshop will address both the pedagogical and the logistical dimensions of this evaluation tool.

[C] Connecting the Dots: Stimulating Law Students to Love the Law

Tonya Krause-Phelan, Thomas M. Cooley Law School

Many law students struggle to understand the connection between what professors require for content preparation, classroom performance and course assessment and the knowledge, skill and performance they must exhibit as lawyers. By engaging students with innovative teaching methods and collaborative assessment tools, professors can guide students' ability to understand the connection. In this workshop, participants will have the opportunity to engage in Socratic dialogue followed by breakout exercises designed to draft opposing legal arguments. In addition to group assessment, the presenter will provide assessment through the use of court documents, jury instructions, previous exams and other relevant information.

[D] Make Someone Happy! Developing Optimistic Learners and Learning Environments

Rebecca Flanagan, University of Connecticut School of Law; Russell McClain, University of Maryland School of Law; Paula J. Manning, Western State University College of Law; and Cori Rosen, Arizona State University Sandra Day O'Connor College of Law

Come play "Make Someone Happy! The Happiness Game Show." It's the fun and entertaining way to learn concrete and practical ways to support students' autonomy, help students to be more optimistic, and ultimately do things inside and outside of the classroom that will help your law school produce healthier and happier law students and lawyers — and all in a completely interactive format.

[E] Self-Assessment, Metacognition and Portfolios

Olympia Duhart, Nova Southeastern University Shepard Broad Law Center and Anthony Niedwiecki, The John Marshall Law School

Because lawyers are constant learners, it is critical to improve the learning skills of our students. Engaging students in developing the metacognitive skills of self-refl ection and selfassessment helps them deepen their learning and transfer it to new situations. During this presentation, participants will learn about concrete methods they can utilize to help students sharpen their learning in both doctrinal and skills-based courses. Presenters will share several tools that can empower students to plan, monitor and evaluate their learning more eff ectively. Participants will be actively engaged in learning about self-assessment surveys, self-assessment tools, portfolios, and feedback sessions.