Hybrid Law Teaching
Session 8 Workshops
Sunday, June 9, 2013 – 1:15-2:15 p.m.
[B] Incorporating Practice into Contracts
Michael Bloom, University of Michigan
- Get session handouts (248 KB PDF)
Legal practitioners, as a collective pool, have virtually every relevant expertise, skill, and level of experience to offer a law school class. The challenge for the professor lies in incorporating the practitioner in a way that effectively serves classroom learning objectives. Through this workshop, participants will develop: 1) a catalogue of potential methods for incorporating practitioners into the classroom (with specific, but not exclusive, focus on contracts-related classes); and 2) a better understanding of what is likely to lead to successful (and unsuccessful) incorporation.
[C] Motions in Motion: Incorporating the Carnegie Apprenticeships into a Legal Drafting Course
- Get session handouts (99 KB PDF)
This workshop will review an upper-level litigation course that emphasizes the three apprenticeships identified in the Carnegie Report: Participants will actively review and discuss the course materials, including brainstorming ideas for appropriate course hypotheticals. In addition, participants will engage in classroom exercises that will allow them to grapple with the basis for a motion in limine and put together a persuasive approach for the respective sides, as well as evaluate judicial opinions for judicial persona and voice. Participants will leave the session with several useful tools for designing a course that will help students transition from the classroom to the courtroom.
[D] Co-Teaching Deal-making and Deal-drafting
Olivia Farrar, Howard University
- Get session handouts (451 KB PDF)
Olivia Farrar and Martha Ertman (University of Maryland) collaborated on teaching a course merging their backgrounds in doctrinal law [Ertman] and transactional drafting [Farrar], to teach students how to realistically "paper a deal." Using the example of their course's hybrid model, this presentation begins with choosing a realistic fact scenario [in this case, the deal was a non-profit LLC needing to buy and finance a medevac], teach the substantive law required by the deal [in this case, advanced contracts and secured transactions], and the skills necessary to serve the client's needs [here, the students created the entire portfolio that would properly capture their complex deal].
[E] Lost in Translation: "Effective Techniques for Teaching International Law Students and Inter-Disciplinary Students"
Dr. Keith Wilder, University of Cologne and the University of Bonn (Germany)
- Get session handouts (276 KB PDF)
This workshop focuses on the challenges of effectively teaching international students, and in particular non-native English speakers, legal vocabulary and theory. However, many of the techniques that will be discussed could also be easily adapted to make the training of non-law students from other academic disciplines more dynamic, enjoyable and effective. The workshop itself will introduce the participants to the pitfalls of one-to-one translation and self-referencing definitions. Participants will take part in various inter-active activities that highlight the difficulties arising in this area, and will be introduced to various learning tools and methods that have proven effective in overcoming these challenges.