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Erasing BoundariesInter-School Collaboration and its
Pedagogical Opportunities
David Thomson (Denver)Ian Gallacher (Syracuse)
Robin Boyle Laisure (St. John’s)Amy Stein (Hofstra)
http://bit.ly/AALS2014
David ThomsonUniversity of Denver
Ian GallacherSyracuse University
Amy SteinHofstra University
Robin Boyle LaisureSt. John’s University
David Kolb & Roger Fry’s 4 Step Model - Circular
1 – Concrete experience
2 - Observation and reflection
3 – Formation of abstract or theoretical
concepts
4 – Testing or applying these theories
and concepts in new situations.
Experiential Learning
• Forefront of legal education:
• 1992 MacCrate Report
• 2007 Carnegie Report
• 2007 Best Practices for Legal Education
• All stressed the importance of applied
legal training in law school.
2011 ABA Resolution - passed
• “That the ABA take steps to assure that law schools .
. . provide the knowledge, skills, values, habits and
traits that make up the successful modern lawyer.
• That the ABA urges legal education providers to
implement curricular programs intended to develop
practice ready lawyers including, but not limited to
enhanced capstone and clinical courses . . . .”
Responses by law schools
• Concentrations
• Certified Programs
• Centers of Excellence
• Clinics
• Field Placements
• Curriculum-Integrated and Field Practicum
• Co-ops
• Job titles that include “Experiential”
Opening the transactional drafting classroom• Students learn concrete concepts
(Kolb)
• Apply knowledge in interactive
setting (Kolb)
• Use creative approaches to problem
solving
• Removed from comfort zone (no
longer their peers)
• Minimal opportunities for plagiarism
Students can negotiate
• Asset Purchase Agreement (Buyer/Seller)
• Real Estate Transaction
• Employment Agreement (Ex - Professional
Sports Team)
• Service Agreement (Ex - b/w wedding vendors
and celebrities)
• Prenuptial Agreements (b/w celebrities)
Ex of some creative contracts
• Lessor desires to lease his DeLorean
Time Machine to the Lessee.
• Lessee agrees to travel to the Future
in the Time Machine for the sole
purpose of retrieving the Cure to
treat Lessor’s brain cancer.
Time Travel Negotiation Points• Once the mission is
accomplished – what is payout?
• (20 million shares of google
stock)
• Representations and Warranties
• Covenants
• Conditions to Obligations
Lessor’s Reps & Warranties
• Lessor owns the DeLorean Time Machine and has full
rights to the vehicle, free and clear of any liens.
• The DeLorean Time Machine is in safe working condition
and is free of any known faults or defects, which would
affect its safe operation under normal use.
• The DeLorean Time Machine is capable of traveling at
least one hundred (100) years into the Past and at least
eighty (80) years into the Future.
The Avengers & Batman, Inc.• This Agreement provides for The Avengers subcontracting Crisis X to
Batman, Inc.
• Crisis X involves the circumstances surrounding the appearance of
the infamous Law-Man and his goal of world domination. (“Crisis X”).
• Law-Man’s sudden appearance from Dimension X has spread terror
across Earth. His main powers include the ability to mind control any
lawyer and make them perform evil deeds, including the ability to
write obscenely long, pompous legalese as never seen
before.
Problem solving . . .
– “Super Hero Groups” means any crime
fighting group . . . except for The Avengers
and Batman, Inc.
–Obligation to Prevent Interference. The
Avengers shall take Reasonable Steps to
prevent Super Hero Groups from Interfering
with Batman, Inc.’s ongoing resolution of
Crisis X.
The what if’s • Failure to Prevent Interference. If The Avengers
fail to prevent interference and
– it took Reasonable Steps, then Batman, Inc. may
stop performance, without receiving any payment.
– it did not take Reasonable Steps, then Batman,
Inc. may stop performance and receive 1.3 times
the restitution conferred onto The Avengers.
By opening up the classroom
• Students will -
• Apply concrete concepts;
• Solve legal issues;
• Engage collaboratively w/their home team;
• Negotiate w/ students they don’t know
(another school); &
• Draft agreements at arm’s length.
Recommended reading
Experiential learning:
• Michele Mekel, Putting Theory Into Practice: Thoughts
from the Trenches on Developing a Doctrinally Integrated
Semester-In-Practice Program in Health Law and Policy, 9
Ind. Health L. Rev. 503 (21012).
• Stephen M. Johnson, Teaching for Tomorrow: Utilizing
Technology to Implement the Reports of MacCrate,
Carnegie, and Best Practices, 92 Neb. L. Rev. 46 (2013)
Con’t• Janet Weinstein, et al. Teaching Teamwork to Law
Students, 63 J. Legal Ed. 36 (2013)
• Karl S. Okamoto, Teaching Transactional Lawyering, 1
Drexel Law rev. 69 (2009).
Contract Drafting:
• Tina Stark, DRAFTING CONTRACTS: HOW AND WHY
LAWYERS DO WHAT THEY DO (2d forthcoming).
“Kickin’ it Old School”-Discovery I- Written Discovery
• Day One
– Divide students into law firms representing
P and D
– Lecture- Discovery Background and
Context
– Students draft Interrogatories, Request for
Production of Documents & Notices to
Admit
– Instructor provides feedback on documents
– Students redraft documents
– Students exchange documents with
adversary
Discovery I- Written Discovery• Day Two
– Lecture- Responding to Discovery
Demands
– Students draft responses to Interrogatories,
Request for Production of Documents &
Notices to Admit
– Instructor provides feedback on responsive
documents
– Students redraft documents
– Students exchange documents with
adversary
Discovery I- Written Discovery
• Day Three
– The high point of the course:
• Firms negotiate regarding discovery issues
DRAFTING & ARGUING THE SUMMARY JUDGMENT MOTION
• Day One
– All students represent P
– Prior to class, students watch lectures- Theory of
the Case & Motion Writing
– Students draft Statement of Undisputed Facts and
Memorandum in Support of Plaintiff’s Motion
– Instructor provides feedback on documents
– Students redraft documents
– Students exchange documents with assigned
adversary
DRAFTING & ARGUING THE SUMMARY JUDGMENT MOTION
• Day Two
– All students represent D
– Overnight students watch lecture- Responding to
Motions
– Students draft Response to Statement of
Undisputed Facts and Memorandum in Opposition
to Plaintiff’s Motion
– Instructor provides feedback on documents
– Students redraft documents
– Students exchange documents with assigned
adversary
DRAFTING & ARGUING THE SUMMARY JUDGMENT MOTION
• Day Three
– The high point of the course:
• Students are assigned to argue the SJ
motion on behalf of P or D in front of a
judge
How might you use Internet-based Video Technology to extend the
Experiential Learning opportunities in a course that you currently
teach (or would like to teach)?
~ 5 Minutes ~
Small Group Discussion