Input needed: Newest SRC Accreditation Revisions & Chicago Meeting

 As most of you already know, the ABA Standards Review Committee (SRC), the body that proposes changes to the law school accreditation standards for action by the ABA Council on Legal Education, is holding its next  public forum in Chicago during the morning of Saturday, April 2, 2011.   The SRC is actively considering issues concerning legal education broadly,  student learning outcomes,  faculty status, governance and security of position.   The SRC invited interested parties to submit written requests to speak and accepted my request for time to address the committee on April 2nd.

The SRC has released a new draft of the proposed Standards in preparation for the upcoming forum.  I now invite all of you readers to comment or e-mail me mlync@albanylaw.edu your thoughts on the current draft which you can read by clicking onto the Albany Law teaching center site, www.teachinglawstudents.com.  Earlier posts about earlier drafts including Professor Brill’s position on tenure, Professor Stuckey and Neumann’s thoughts, and CLEA’s Postion can be found right here on the Best Practices blog.

Although the current proposals include adjustments in response to earlier critiques, they continue to make faculty  tenure an optional requirement.   It will take careful reading to figure out how the learning outcomes part, plus the academic freedom, faculty governance and security of position portions all fit together.   I still have some unanswered bottomline questions under the new draft :  Will all  law students  have met and worked with a real live client before graduation?  Will those students have recieved feedback and assessment of their performance and learned skills to  improve  based on that experience and to seek assistance for their experiential deficits?

Please let me know your analysis of the current proposals and please try to join me in Chicago at

WHAT: ABA Standards Review Committee Meeting;

WHEN: April 2, 2011 at 9:00 a.m.

WHERE: HOTEL 71

71 East Wacker Drive
Chicago, IL 60601
Phone: 312-346-7100
Fax: 1-312-346-1740

A block of rooms at the Hotel 71 has been set aside for attendees by SALT

Imagine…Learning from Real Life

Students choose to enroll in law school. They arrive on the first day excited to begin learning the law.  Unfortunately, most students lose this excitement for learning somewhere on the road to graduation, and instead, turn their interest to actually practicing.  In a recent article, Critical Enculturation: Using Problems to Teach Law, Professor Keith Hirokawa of Albany Law School demonstrates how Problem-Based Learning (PBL) can push students to once again engage their education in law with passion — passion for their chosen profession and the subject matter at hand. 

Professor Hirokawa uses his land use planning course to illustrate the PBL approach, and provides several examples of activities that force students to tackle issues that the students could conceivably face as clients. The activities include: requiring students to determine whether she would be able to hang a shingle and open a solo law practice at her residence; turning the classroom into multiple zoning districts; and assigning students to advocacy groups to represent the interests of identified clients in case simulations.

Professor Hirokawa is not the only professor at Albany Law School who is writing about engaged teaching and innovative activities in scholarly papers.  Associate Dean Patricia Salkin (a frequent contributor to this blog) believes that courses in Land Use Planning can be the perfect ground for implementing the strategies of Best Practices. Dean Salkin states that “unique opportunit[ies] exist through the application of many “best practices” concepts for land use law faculty to lead the academy in reinventing curriculum and teaching strategies to better prepare students for the practice of law” in her new paper,  Practically Grounded: Convergence of Land Use Law Pedagogy and Best Practices, which is co-authored by John R. Nolon.

My Experiment with teaching Trusts and Estates, Outcomes-Style

For the past two years, I have served on two distinct but related committees having to do with “the future of legal education.”  Here at William Mitchell, I am on the “Future of Legal Education Task Force,” in which capacity I contributed to writing a lengthy report on “Outcomes-based education,” portions of which have appeared on this blog in the past.  In addition, I am a member of the Best Practices Implementation committee, which is charged with figuring out ways to both implement the suggestions made in Best Practices for Legal Education, and to gather information about who is doing what innovations related to the book.  In other words, ideas about the design and delivery of legal instruction in new and more effective ways have been much on my mind over the past 24 months.

 I learned in the spring of 2009 that I would be teaching Trusts and Estates for the first time the following spring (ie right now!).  At that time, the Mitchell Task Force was finalizing its report, and the BPI Committee was finalizing its survey, and it occurred to me that I had a great opportunity here to put these ideas to the test. 

Instead of doing what I have always done when teaching a course for the first time – talk to a bunch of people about what books they use and what they do in their courses, get a bunch of syllabi, maybe some class notes, put together my own syllabus and then start planning my classes – I would start from the end point, ie I would ask myself:  what are my goals for this course? Or, put another way, what do I want my students to be able to do when they’re done with the course?  From there, I would work backwards, through assessment methods (what evidence will I need to know whether they have achieved these particular goals or outcomes?), to delivery of instruction (how do I put together a syllabus and class activities that will facilitate the students’ meeting of these goals?), and finally to evaluation.  That, simply put, is outcomes-based education.

I have been amazed at how satisfying this process has been.  From learning the material myself to designing assessment tools to deciding what to cover in each class, having the touchstone question of “what are my goals for this particular piece” has made each task manageable and a coherent part of the bigger puzzle.  I believe the course I ended up with, and am now half-way through teaching, is more thoughtful and interesting than it would have been if I had gone about planning and delivering it without thinking about goals and outcomes.  I certainly am having more fun teaching it; we’ll have to wait and see the student evaluations to see if the feeling is shared by the consumers!

Stay tuned . . . .

Course Design – Technology Meets Substance in On-Line Curriculum Development

After setting course learning outcomes for the on-line government ethics course, I had to revise my syllabus to better match my goals and desired outcomes mindful of the on-line format, and I had to develop creative strategies for creating a vibrant virtual discussion that would satisfactorily create a functional equivalent of an in-person classroom discussion.

To be honest, this was easier than I thought it would be using the functionality of TWEN.  I selected one soft cover book as the course text, and have supplemented that with readings mostly available on-line or in the public domain that are posted to the course site in weekly course resource folders.

I typically require students to complete assignments in my courses, and I wanted to find a way that these tasks could add to the vibrancy of the course by being shared with all  participants rather than being e-mailed only to me using the TWEN assignment drop-box. At the end of December, TWEN added a Wiki function to the site, and this was the perfect opportunity.  Each student was asked to sign-up for one state that they will follow through the semester.  I set up a series of Wikis where students will be posting short narratives and links to statutes, regulations and opinions from their state about subject matters we will be studying that particular week.  All of the states the students selected appear on the Wiki page for a given week, and each student accesses the Wiki and inputs the information for their state. So, for example, in week two, students have to merely find and post the on-line links to their state ethics commission, ethics laws and lobbying laws.  In week three, students will have to actually critically read and start to parse aspects of the state statutes in order to answer a series of questions about their state ethics commission.  The assignment reads as follows:

Using the state laws from the state you have selected for the semester (note: the following 10 states do NOT have ethics commissions – Arizona, Idaho, New Hampshire, New Mexico, North Dakota, South Dakota, Utah, Vermont, Virginia and Wyoming), please find the applicable provisions dealing with the composition of the state ethics commission. Under your state listing in this wiki, please answer the questions below:

1. How many people are on the commission (board)?
2. Who appoints the members of the commission (board)?
3. What is the term of office for members?
4. Are there criteria/qualifications/disqualifications for members?
5. Are there provisions for removal of members?
 How is the chair of the commission (board) selected?
7. Who appoints the executive director of the commission (board)?
8. Is the executive director appointed for a term?
9. Does the law provide for removal of the executive director?
10. Does the commission (board) have subpoena power?
11. Does the commission have jurisdiction over both executive and legislative branch officers and employees; municipal employees; lobbyists?

Provide the on-line link to the applicable provisions of state law that support your summary.

When completed, the class will have a 23-state comparative overview of the differences and similarities of state statutes on this topic which will be the basis of a question on our Discussion Board (I’ll write more about the Discussion Boards in a future posting).

For those interested, my colleague Darlene Cardillo, our Instructional Technologist at Albany Law School has posted a summary of week one of the course from a technology perspective on her blog here. The results of our pre-course student survey about their familiarity with on-line learning and with TWEN can be viewed here, you can read about the only in-person class, a one hour orientation here,.

Patty Salkin, Albany Law School

Setting Goals and Evaluation for an On-Line Course

With the recent focus on outcomes for learning, I decided to provide students taking the first on-line course at Albany Law School with written goals for the semester.  The following was posted for the students:

COURSE GOALS:

By the end of the course, students who participate fully should be able to:

1)    APPLY acquired knowledge of government ethics laws in general, and regulations that apply specifically to government lawyers, statewide and nationally to challenges facing individuals who work in the public sector at any level of government in any state;

2)    RECOGNIZE & EVALUATE differing perspectives surrounding the public policy goals and dynamics of regulating the conduct of public officials and employees, and the roles of the various oversight agencies involved in the education, enforcement and prosecution of public actors for alleged civil and/or criminal wrongdoing;

3)    EXAMINE CRITICALLY  laws (existing and proposed), policies, systems and structures which govern  those who work in the public sector as well as those in the private sector who interact with government employees to identify applicable laws, loopholes and opportunities; and

4)    DEMONSTRATE COLLABORATION/COLLEAGIALITY AND PROFESSIONALISM through participation in the active on-line and team learning aspects of the course which will be essential to effective client counseling and representation and/or negotiation in the development of ethics laws and regulations.

Naturally, students want to know how they will be evaluated.  This required a lot of consideration for an on-line class.  When I previously taught the course I told the students I expected that they follow the Law School’s published attendance policy, and that class participation and completion of assignments would count towards their grade.  Since the course was taught seminar style, in lieu of an exam, students were required to submit a 20-25 page research paper at the end of the semester. The paper was weighted significantly in calculating grades. 

After reflecting on the goals to make sure that the students were being evaluated appropriately based on the desired outcomes, I developed the following grading rubric:

Assessment/Grading:  Your performance will be assessed throughout the semester as you participate in on-line discussions, and complete wikis and other assignments.  The amount of time you spend on-line in the course site and its various component assignments, combined with the quality of your postings which should reflect the knowledge and skills you acquire as the semester goes on, will be incorporated the feedback you receive during the semester as well as in your final grade.

Effort reflected by time on line                                                                  25%

Completion of all assignments and discussions                                  25%

(quality demonstrating reading and reflection of materials and other student comments)

Accurate and comprehensive completion of                                         25%   

Wiki assignments

Accurate and comprehensive completion of group                              25%

project

In future postings I will describe the discussion boards, the use of wikis and the group project.  To determine time on line, which is the closest I could come to an attendance policy for an on-line course, I told students I would view the “activity” reports provided by TWEN.  I cautioned students that I would be able to tell who simply logged on to the TWEN site and then left for a couple of hours with the browser open to make it appear as though they were actively engaged in reviewing information on the site.

Patty Salkin, Albany Law School

Another Interdisciplinary Collaboration—this time with a Professor of German!

The University of New Mexico International Studies Institute has a relationship with the German government in which the Institute runs a summer program at a castle near Dusseldorf known as Schloss-Dyck. In summer 2010, I am going to have the privilege of teaching in the program with a Jason Wilby, a UNM visiting Professor of German. We put a joint proposal together. He will teach about the culture, political environment and constitutional framework right after the Weimar Republic was created as a result of WWI. I will teach about the Nuremberg trials, with a particular focus on the trial of the prosecutors and judges. The courses will are open to undergraduates and graduate students (who will have to write a research paper in addition to meeting the requirements for the course). And, as always, I learn a great deal from my colleagues on main campus. They seem comfortable with outcome-based evaluation. Continue reading

Standards Review Committee

Anything new with the ABA Section of Legal Education & Admissions to the Bar’s Standards Review Committee?

Best Practices devotees know that  in Sept. 08 the committee began a comprehensive review of standards that includes considering the contents of  reports by two special subcommittees, on Outcome Measures and Security of Position and comments on the reports.

My sources describe the committee as “in a deregulatory mood”  and the current version of the Outcome Measures report as “surprisingly good”.   Not  yet having coalesced around a decision, at their October 9-10 meeting the committee did the usual for complex issues & referred the Outcome Measures report back to committee.

Next meeting: January 8 and 9, New Orleans at the AALS Convention.  Stop by!  (Don’t expect them to be taking comments at this meeting.)

One BAR to rule them all?

As LOTR fans rejoice over the title of this post, law students everywhere should be encouraging the efforts of Erica Moeser whose goal is to enlist states to adopt a universal bar exam.   I encourage everyone to take a look at the comments this post has received, here.  Students clearly like this idea.  Does a universal bar exam enjoy the same support among law professors? Please comment below.
 
The following is an article entitled “Erica Moeser: A Bar for All” originally posted at http://www.legalrebels.com/posts/erica_moeser by Stephanie Francis Ward.

Capture the energy of a border collie—that intelligent working breed known for nipping at cattle heels, almost pulling the herd ahead with an invisible string—and you’d get a sense of the spirit of Erica Moeser.

But her “herd” is a tough-to-direct bunch: She’s out to move the legal profession into a uniform, nationally accepted bar examination.

It was once seen as a radical idea, but Moeser, president of the National Conference of Bar Examiners, expects that six to 10 states will use the uniform examination in 2010, probably during July. The test is made up of three parts:

  1. A multistate bar exam—“a six-hour, 200-question, multiple-choice examination covering contracts, torts, constitutional law, criminal law and procedure, evidence, and real property.”
  2. A performance test—two 90-minute sections “covering legal analysis, fact analysis, problem solving, resolution of ethical dilemmas, organization and management of a lawyering task, and communication.”
  3. An essay portion—nine 30-minute essay questions, with most jurisdictions choosing six of the nine.

Test results would be figured into a portable score that participating states would honor.

“The big advantage, and the logical one, is it’s putting law in the same position as every other profession you can name,” she says in regard to licensing. “And the fact is a lot of law, like the rules of evidence, is common. … That lends itself to this sort of testing.”

The NCBE, based in Madison, Wis., developed the test, but participating states decide the minimum passing score. And if examiners include a test portion on their state laws, other states would not include that in the portable score.

The time to act is now, Moeser says. She mentions globalization in the profession, as well as a terrible job market that leaves many students unable to tell what state they’ll be working in when it’s time to sign up for bar exams and prep courses.

“The idea was premature two decades ago,” Moeser says. “What we’ve discovered is the further we move into making this a reality, the more the sea is parting for us.”

“She senses when there’s been support to move ahead and when there isn’t enough support … and whether there’s a middle ground,” says Chief Justice Gerald W. VandeWalle of the North Dakota Supreme Court, a past chair of the ABA Section of Legal Education and Admissions to the Bar. “She can interpret a group that I belong to better than I can.”

Still, it hasn’t always been easy. Lawyers who work in attorney licensing agencies can be a maligned group, and the egos of some academics and the judiciary present other challenges.

“I’ve seen her in front of audiences where members are antagonistic, and she doesn’t snap back,” says Mary Kay Kane, a former dean of the University of California’s Hastings College of the Law in San Francisco. “She respects the fact that people are snapping because they have a strong view, and she’s very good at not taking things personally.”

Kane is also a council member of the legal education section; and, like VandeWalle, she’s a member of the NCBE’s Special Committee on the Uniform Bar Examination.

When speaking about Moeser, Kane mentions her listening skills and how she uses others’ ears to help her. Moeser assembled a working group for the uniform bar, and as she spoke with different attorney regulation agencies, working group members were invited “not to lecture, but to listen,” Kane says. After the meetings, Moeser asked working group members what they thought of the agencies’ reactions rather than relying solely on her own assessment.

“Even those who are not sold on the idea—I’ve been absolutely delighted by their willingness to open up and have the conversation,” Moeser says.

Midwestern practicality also figures in with Moeser, though she grew up in New Orleans. She’s married to Dane County (Wis.) Circuit Judge Daniel R. Moeser. They have two sons who are both lawyers.

Moeser, 63, is a former director of the Board of Bar Examiners in Wisconsin (where the exam is waived for state law school graduates whose GPA in required courses meets a certain standard). She joined the NCBE in 1994 and started to think seriously about a uniform bar examination five years ago.

“There are some difficult nuts to crack,” she says, “but I never had any illusions that this could happen overnight.”

Utilizing Best Practices for Formative Assessment in a Trust & Estates Course

The summer months often supply the time, energy, distance (from the inexorable demands of the academic year), and desire to re-envision our courses.   A colleague and BP blog author, Carolyn Grose, is engaged in redesigning a Trusts & Estates Course with a focus on using BEST PRACTICES  for Assessment.   The purpose of this Blog post is to gather information from all of you who have designed or redesigned courses from an Assessment perspective.  Feedback from those of you who work in the Trust and Estate area would be of particular interest, but we are also interested in anecdotes  about effective formative assessment/feedback mechanisms you employed.   Equally valuable are cautionary tales:  did an assessment experiment prove overwhelming, too burdensome, frustrating to students, not as helpful as anticipated?  Do you have some teaching tips on this issue of Assessment?

 Carolyn  and a few other BP Blog authors – Peter Joy, Barbara Glesner-Fines and me – will be using this Trust & Estates course revision as the context for exploring Assessment at a workshop session at the Crossroads 3.0 Conference in Denver.  We would invite you to post comments with your ideas and experiences with assessment so that we can share your insight with others at the conference.  We are particularly interested in:

1)  Identifying & Prioritizing Learning Objectives for the Course

2)  How do we Determine Proficiency on an Objective? Are there different levels from  introduction to mastery?

3) How does “formative assessment”/feedback fit with “summative assessment”/ final grade?

4) What kind of activities did you plan in and/or out of class in order to assess?

Looking forward to hearing your comments and gathering your wisdom.

Educating Teachers: On Becoming a Student Again at the Summer Institute for Clinical Teaching

I have just returned from Washington, D.C., where I spent the last week fully immersed in clinical teaching methods at the second Summer Institute for Clinical Teaching at Georgetown University Law Center. There were approximately 25 attendees, many with years of teaching experience, who came from all over the country to engage in four days of intensive learning. Continue reading

Denver to Host Conference on Assessment Next Fall

I am pleased to announce that the University of Denver will be hosting a conference in September focused on Assessment in Legal Education.  Here is the opening paragraph for the request for proposals.  Check out the RFP and Conference program at:

 http://law.du.edu/index.php/assessment-conference Continue reading

THE ROLE OF CRITICAL THEORY SCHOLARSHIP IN BEST PRACTICES

As law schools and law faculty engage in legal education reform, the question arises: What is the role of critical theory or theory-critique?    Some of our friends and colleagues in the critical race, feminist, post-feminist and other theory-critique schools may feel left out of the dialogue/teaching initiatives when,  in fact, such “theory-critique” skills are an important part of effective lawyering.  Continue reading

CPS Clickers in the Law School Classroom: A CRIM LAW EXPERIMENT

Darlene Cardillo, instructional technologist at Albany Law School, sent me the link to her article entitled, The Use of Clickers in the Law School Classroom, which was recently published in THE LAW TEACHER (pp.13-14). http://blog.engaging-technologies.com/2009/02/cps-clickers-in-law-school-classroom.html
 

Darlene has written an excellent article about Professor Daniel Moriarty’s use of clickers in his 1L Criminal law class and how he incorporated clicker questions into his TWEN (The Westlaw Education Network) website. I found most interesting the results of the online survey she sent students asking them how the use of CPS enhanced their learning of the course material. You can see the responses that she gathered from students on her blog: http://albanylawtech.wordpress.com/2008/05/19/getting-ready-for-cali-conference-presentation/

She and Professor Moriarty presented at the University of Texas School of Law on “Using Clickers in the Law School” at the CALI Conference on June 19, 2008.

AALS Annual Meeting- Focus on Evaluation

The Association of American Law Schools (AALS) Section on Clinical Legal Education joined with the Section on Professional Responsibility to sponsor a program at the 2009 AALS Annual Meeting.  The first panel focused on  the development of legal ethics in law schools and the effects of clinical legal education on graduates.  I will post something about that panel in the next few days, but this post will focus on the second panel- which was entitled ” Innovative Curricular Developments:  Implementing Best Practices for Educating Lawyers.”  This panel demonstrated methods for providing criteria-referenced evaluations in real-client clinical courses as well as for use in simulations.   Continue reading

Be Careful What You Wish For

So I’m probably the only one who missed this interesting development in the ongoing saga of reform of the ABA Standards for the Approval of Law Schools. There has been much hoo-ha and concern about the Special Committee Reports on Security of Position and Outcome Measures, but did you know: in August 2008, the Standards Review Committee of the ABA Section of Legal Education and Admissions to the Bar circulated for notice and comment two proposed changes to the Standards, one of which is to delete Interpretations 402-1 and 402-2 relating to student-faculty ratio. (The proposed changes are published on the Section’s website, www.abanet.org/legaled.) Continue reading