LC Winter 2015

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  • Letter from the Editors Academicsupporthasalwaysbeenavitalcomponentoflegaleducaon,butitisbe-comingmorehigh-profileaslawschoolenteringclassesacrossthenaonevolve.Shisliketheeconomicre-cessionspurredmajorchang-esinlegaleducaon,fromthewayprospecvestudentsviewlawasacareerpath,toreducednumbersofapplica-ons,tolowerinstuonalstandardsforenteringcre-denals.Complicangmaersisanoennegaveviewofcertainhighschoolandcollegeeducaonpoli-cies.Consequently,collegegraduatesareoenseenaslessequippedfortherigorsoflawschool(see,forexample,AcademicallyAdribyRich-ardArumandJosipaRoksa).Allofthismeansthatthestudentssinginfirst-yearlawclassroomstodayareverydierentfromthestu-dentswhosatinthosesameseatsonlyafewyearsago.Thingsareunlikelytorevertbacktothatoldnormal,solawschoolsmustadjusttomeettheneedsofstudentsinthisnewnormalinlegaleducaon.Strongacademicsupportprogramswillplayakeypartinthissuccessfuladjustment.Muchoftheresearchcon-cerningthenewnormalin

    educaonispessimisc.Ul-mately,however,thesechangeshavethepotenaltoimprovelegaleducaondra-macally,resulnginbeer,happier,morewell-adjustedaorneys.Newnormallawstudentsmaybedierent,buttheyarenotnecessarilylessable(despitewhattheNCBEmightsuggest).Forinstance,thepublicnolongerviewslawasafailsafecareerchoice,sofewerpeo-plearelikelytopursueaJ.D.simplybecausetheydonotknowwhatelsetodowithaliberalartseducaon.Mediaaenonontruthfullawschooldatareporngallowspotenallawstudentstomakeinformeddecisionsre-gardingbothlawschoolandthefieldingeneral.Thus,theyshouldmatriculatewithaclearerpictureofwhatalegaleducaonwillprovideandwhattoexpectinprac-ce.Lawstudentsinthenewnormalshouldhaveadeeperdedicaontolegalstudyandastrongersenseofpurposeinpursuingtheprofession.Further,professorswhowanttheirstudents,programs,andschoolstothrivewilladjusttotheirstudentsneedsinwaysthatencouragetruelearningandleadtogreaterpsycho-logicalwell-being.Perhapsatsomeschoolstheseseemed

    likegoalsheldonlybyaca-demicsupportprofessionalsandahandfuloffaculty,butinthenearfuturetheyshouldbecomemuchmorecom-mon.Thisshimaythenleadtogreatercoordinaonbe-tweendepartmentsandamorecohesiveeducaonalexperienceforstudents.An-otherposivepossibilityisthatincreasedfocusonaca-demicsupportmayresultinmoreresourcesallocatedforsuchprograms.Academicsupportprofession-alsarefortunatetobeinanidealplacetohelpguidetheirstudentsandschoolsthroughthechangesnecessitatedbythenewnormal,andwehopethatthearclesinthisissueofTheLearningCurvewillatleasthelpbeginthediscussion.Iamsothank-fultohavehadtheoppor-tunitytoworkwithsuchgi-edacademicsupportscholarsthroughmyinvolvementwiththispublicaon,andIlookforwardtoseeingwherethenextteamofeditorstakesitinthefuture.Iwishthem,andyou,allthebestaswenavigatethroughthisun-chartedterritorytogether.CourtneyLee,OnbehalfoftheEditors

    A P U B L I C A T I O N O F T H E A A L S S E C T I O N O N A C A D E M I C S U P P O R T The Learning Curve

    W I N T E R 2 0 1 5

    T H E N E W N O R M A L I S S U E

    Letter from the Editors, Courtney Lee

    1

    The Millennials Challenge: Equalizing the Values Triad in Professional Identity Formation, Deborah L. Borman

    2

    Teaching Millennials Legal Skills: A Digital Marketing Approach, Renee Nicole Allen

    5

    And Moreover, Said the Professor at Orienta-tion, Elizabeth Z. Stillman

    8

    Conformity and Rebellion in Outlining, Chelsea Baldwin

    11

    Using the Billable Hour to Help Shape Law Students Time Management Skills, Kirsha Weyandt Trychta

    13

    Problem Solved: How to Incorporate Problem Solving in Your Course to Prepare Students for Practice, Kathleen Elliott Vinson

    16

    Teaching Negotiation to 1Ls, Catherine Martin Christopher, Shery Kime-Goodwin, Brie D. Sherwin, and Robert T. Sherwin

    19

    Creating an Asynchro-nous Distance Learning Class, Danielle Bifulci Kocal

    21

  • P A G E 2

    The Millennials Challenge: Equalizing the

    Values Triad in Professional Identity Formation DeborahL.Borman,ClinicalAssistantProfessor,North-westernUniversitySchoolofLawTheauthorpresentedaversionofthispaperasaDiscussantinagrouponthetopicofTeachingProfessionalIdentyFormaonattheSoutheasternAssociaonofLawSchools(SEALS)AnnualMeengatAmeliaIsland,FL,inAugust2014.

    Anyhealthycivilsocietyalsodependsonadultswhoarecommiedtotheircommuniesandwho,atpivotalmes,willputthecommongoodbeforetheirown.Wedontseemtobepreparinglargenumbersofyouthtocreatethissociety.TheMillennialsChallengeAfrequentin-quiryregardingincorporangtheteachingofprofessionalidentyintothelawcurriculumiswhethermillennials,orpersonsreach-ingyoungadult-hoodaroundtheyear2000,arewiredinaparc-ularwaythatrequiresadeep-erunderstand-ingbylawfacul-tyinordertoprompttheirprofessionalidentydevel-

    opment.Thecombinedrecentexpe-rienceoflawfacultyacrossthecoun-try,basedonmanyyearsofteaching,anincreasingnumberofpublica-ons,andevenlegaleducaoncon-ferences,suggeststhatthemillennialgeneraonasastudentbodyisatyp-icalfrompriorgeneraonsandre-quiresathoughulapproachtoteachingprofessionalidenty.ImbalancesintheValuesTriad:Achievement,Happiness,andCareandConcernforOthersOneaspectofthemillennialsthatdierssignificantlyfrompriorgener-aonsisanotedshiintheirpriori-esregardingvalues,alongwiththediscoverythatadultsaretoblame.IntheprojectMakingCaringCommon,

    arecentstudybytheHarvardGradu-ateSchoolofEducaon(HarvardStudy),theauthorssurveyedalargeanddiversesampleofyouth,query-ingtherankingofachievement,happiness,andconcernforoth-ers.This2014studyrevealedthatalmost80%ofrespondentschosehighachievementorhappiness,whileonly20%selectedcaringforothers.Theauthorsconcludethatyouthdonotpriorizecaringandconcernforothersoverpersonalsuccessandachievementsbecauseparentsaremoreconcernedaboutachievementorhappinessthancaringforothers.Theauthorscitethecauseofthisunfortunatepriorizaonasa

    rhetoric/realitygap,oragapbetweenwhatparentsoradultssayaretheirtoppriori-esandtherealmessagestheyconveyintheirdaytodaybe-havior:Parentsaconsdonotfollowtheirwords.Inapriorstudyofteachers,thesameHarvardresearchersfoundthat93%viewedparents

    Aslegaleducatorsencouragingthedevelopmentofprofessionalidenty,wefacetheseeminglycounterintuiveobjecveofpromongvaluedrivenidealsconcurrentwiththecontradictorygoal

    ofachievement.

    T H E L E A R N I N G C U R V E

  • P A G E 3 W I N T E R 2 0 1 5

    aspungtheirchildrensachievementorhappinessaheadofconcernforothers.Theauthorsnotedselfishnessandindierencetoothersamongbothchildrenandadultsarecom-monplace,andthatthissortofindierenceoentranslatestobullyinganddisrespect.DisturbingExamplesofValuesTriadImbalanceBywayofexample,theauthorsrecountthestoryofNaonalFootballLeagueplayerBrianHol-loway,whereteenagersruinedhishomeduringarageparty.Hol-lowayinvitedthepartygoersandtheirparentstothepropertyandaskedthemtohelpwiththecleanupbutinsteadtheparentsthreatenedtosueHollowayforre-posngphotosoftheirkidsde-stroyinghishouseinsocialmedia.Whataresomeparentsteachingandmodelingtotheirchildrenaboutcaringconductandfair-ness?Therearemanymoreex-amplesofparentsmodelingbe-haviortochildrenandyoungadultsthatcommunicatesthatpersonalintereststakeprece-denceoverrespecngindividuals.Thesechildrenmaybecomeourlawstudents.EqualizingtheValuesTriadWhenchildrenandyoungadultslearnfromtheirparentsanimbal-anceofvalues,notpriorizingcareandconcernforothers,theyarelessmovatedtodevelopsocialandemoonalskillssuchasempathy.Studentswhoaretheproductofparentswhoaredemonstrangandencouragingavalueimbalanceareparcularly

    ourstudentsparentsmaynothavemodeled.Laweducatorsneedtoen-couragestudentsconnuallybothtozoomin,listeningclosely,pungothersbeforetheirownneeds,andtozoomout,takinginthebigpicturetoconsiderthemulpleperspecvesofthosewhomaybeinvisible,tocon-siderissuesofjusceinthecommuni-tyandinsociety.Wemustmodelcaringandempathyaspartofteachingprofessionaliden-ty.Wecanaccomplishthetaskofmodelingcaringforothersbyincor-porangexercisesintoourstandingcurriculumthatprovidestudentstheopportunityforpersonalreflecon,andthatresultinacompletetriadofcaringforothers,achievement,andhappinessinthelegalprofession.AValuesTriadPrimerTheexercisesbelowaredesignedforlegaleducatorstousewithstudentsinculvangprofessionalidenty,asstepstoregainafocusonconcernforothers:

    ConsiderYourselfandOthersConcernforothersfallsunderthemoralityandcharacteraspectsofthepracceoflawthepersonal-ethicalengagementandisnottradionallyapparentinthelawschoolcurricu-lum.Tointegrateconceptsofcareandconcernforothersintoyouredu-caonprocess,beginwiththecon-ceptofself-reflecon.1.WriteYourUnfortunateStory

    Beforeyoustartlawschool,writeyourownUnfortunateStory.Writeastoryaboutsomethingunfortunatethathappenedtoyou,whatyoudidaboutitatthemeandifyouwoulddoanythingdierentlytoday.Limityourstoryto250words.Keepyour

    troublingtolegaleducators,aswehopeourstudentswillmatriculatewiththebasicsocio-emoonalskillsnecessarytobesuccessfulinthepracceoflaw.Thepracceoflawbyitsverydefini-onrequirescaringforothersvis--vistheirlegalrights.Lawpraccealsoinvolvessocio-emoonalre-sponsibility;legaladvocacyrequiresunderstandingtheclientasapersoninherenvironmentaswellastheenvironmentoftheclientslegalclaim.Likeelementaryandsecond-aryschools,lawschoolsmustnowplayakeyroleindevelopingethical,caringstudentswhowillbecometomorrowslawyers.Butthevalueofachievementisequallyimportant,andisnotonlyinherentintherealmoflawschool;itisanecessityforthepracceoflaw.Aslegaleducatorsencouragingthedevelopmentofprofessionalidenty,wefacetheseeminglycounterintuiveobjecveofpro-mongvalue-drivenidealsconcur-rentwiththecontradictorygoalofachievement.OurroleaslaweducatorsistoequalizetheValuesTriad.Promongcareandconcernforoth-ersalongsideachievementiscrucialbothinternallyandtoobtainthethirdvalueofprofessionalhappinessasanaorney.InmyarcleTeachingProfessionalIdenty,IobservedthefindingsofStanfordresearcherDeborahRhodethattheomissionofanintegratedmoralityeventuallydrivesstudentdissasfaconduringlawschoolandemployercomplaintslaterintheworkplace.Ourincreasingly